Second Edition
World Link Developing English Fluency
Video Course TEACHER’S GUIDE
1
World Link Video Course Teacher’s Guide 1, Second Edition Susan Stempleski Series Consultant: Regional Director ELT/School: Publisher Asia ELT: Development Editor: Production Manager: Production Executive: Cover & Layout:
Cengage Learning Asia Customer Support, 65-6410-1200 www.cengageasia.com/permissions
[email protected]
Cengage Learning Asia Pte Ltd
www.cengage.com/global www.cengageasia.com Credits
Acknowledgments
Printed in Singapore 1 2 3 4 5 6 15 14 13 12
Contents An Introduction to Using Vide Video o in the Classroom
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The World Link Video Charac Characters ters
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Unit 1
New Friends, New Faces
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Unit 2
Express Yourself
13
Unit 3
What Do We Need?
16
Unit 4
Vacation
19
Unit 5
Heroes
22
Unit 6
The Mind
25
Unit 7
In the City
28
Unit 8
All About You
31
Unit 9
Change
34
Unit 10 Your Health
37
Unit 11 That’s Amazing!
40
Unit 12 The Movies
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Video Worksheet orksheetss
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Video Worksheet Answer Key
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Video Script Scriptss
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An Introduction to Using Video in the Classroom Welcome to the second edition of the World Link Video Course. The video course is part of the World Link textbook series, a four-level core series for young adult and adult learners of English from the beginning to intermediate level. With a completely new video segment in each unit and revised activities, this new edition creates more interesting and fun opportunities for learners to become fluent in everyday English.
Good Morning World and City Living Both the Good Morning World and City Living parts of the unit are made up of three sections:
The World Link Videos Each of the World Link videos contains twelve video units. Each video unit consists of three segments—Good Morning World, City Living, and Global Viewpoints.
While You Watch
Before You Watch Uses a variety of exercises to present and preview key vocabulary used in the video. The exercises are designed to make the language used in the video more readily accessible to students.
Features a variety of viewing activities designed to increase students’ understanding of the language and story line of the episode. After You Watch
Consists of follow-up language exercises focusing show program featuring interviews, discussions, on grammar and useful expressions from the and demonstrations in the style of talk shows. The video. hosts, Jay Jones and Kim Kimal, welcome many guests and discuss various topics associated Global Viewpoints with the themes and language presented in the The Global Viewpoints part of the unit is made World Link Student Books. up of a Before You Watch section focusing on necessary vocabulary, and a While You Watch episodes, filmed in engaging sitcom-like style. section focusing on video comprehension. They focus on the lives of six young people from The final section, Your View, asks for personal a variety of international backgrounds living responses to questions about issues related to the in New York City. Each episode reinforces and theme of the entire unit. expands upon the language presented in the Real English boxes appear throughout each corresponding unit of the student books. unit and explain cultural points or colloquial language that appear in the City Living and Global interviews in which a wide range of students Viewpoints video segments. and professional people from around the world present their personal views on issues related The World Link Video Course Teacher’s Guide to unit topics. The World Link Video Course Teacher’s Guide contains unit-by-unit teaching notes, including The World Link Video Course Workbooks Each video workbook has twelve eight-page a Lesson Planner and Lesson Summary for each units that correspond to the video units. Each unit as well as step-by-step instructions for using unit is divided into three main parts. The first part the Video and the Video Course Workbook in the focuses on the Good Morning World episode, the classroom. Each unit also contains suggestions second on City Living, and the final part on the for a variety of communicative activities called Global Viewpoints interviews. Each part contains “Communication Links”, which are designed a variety of task-based activities based on the to stimulate conversation in pairs, groups, or video segment. In the back of the video course the whole class. In addition, the Video Course workbook are complete transcripts of the dialog Teacher’s Guide includes the answers for the Video Course Workbook activities along with from the video segments. photocopiable video worksheets. An Introduction to Using Video in the Classroom
Using Video in the Classroom Video is one of the most useful aids available for language teaching. It is motivating. It shows how people speak to each other. It is excellent for teaching both behavior and body language. It shows the culture of the people using the language. It is one of the best ways of communicating meaning and stimulating students to talk. But how can you exploit these advantages most effectively in the classroom? In addition to having students do the activities described in the Video Course Workbook and implementing the ideas in the teaching notes in this Video Course Teacher’s Guide, there are several useful techniques you can use to add variety to your classroom lessons and to make more effective use of video in the classroom. The following is a description of five basic techniques for using video in the classroom: silent viewing, pause / freeze frame, sound only, split viewing, and normal viewing. I’ve also included suggestions for specific teaching activities based on each technique. 1. Silent Viewing This technique, which involves playing the video with the sound off and showing only the pictures, can be used to stimulate student interest and language use about what is being shown on the screen (rather than what can be heard on the soundtrack), or to get students to focus on what is being said, through the use of a variety of guessing and prediction tasks. Playing a short video sequence with the sound turned off not only helps students concentrate on the situation, but it also stimulates their imagination. Some classroom activities based on the Silent Viewing technique are: What are they saying? Show a dramatic scene with short exchanges of dialog, where the action, emotions, setting, and situation give clues to what is being said by the characters. Students watch the scene with the sound off and guess or predict what the characters are saying. Then they watch the scene with the sound on and compare their guesses and predictions with what the characters actually say.
Write the following three questions on the board, or dictate them to students: Where are the people? Who are they? What’s happening? Students watch a dramatic scene and use the questions as a guide to help them guess the gist of the situation rather than the exact words used by the characters. What’s the conversation? Students watch a dramatic scene, preferably one involving a conversation between two people. Then they work in pairs and try to write an appropriate dialog to accompany the pictures. Students practice their dialog in pairs and then take turns performing the dialog in front of the class. Finally, students watch the scene again, this time with the sound on, and compare their dialog with the dialog that is actually used in the video. What did you see? Students watch a video sequence and then write a descriptive commentary on what they see. 2. Pause / Freeze Frame This technique, which involves using the pause button to stop the video while keeping a still picture frozen on the screen, can be used with either sound on or sound off. The Pause / Freeze Frame technique is useful for concentrating on a single image or sentence in a video sequence. It is ideal for studying language in detail. For additional language reinforcement, it can be used in conjunction with displaying the subtitles that accompany each World Link video sequence. Some classroom activities based on the Pause / Freeze Frame technique are: Listen and say Students watch a video sequence twice with the sound on. During the first viewing they simply follow the story. During the second viewing, use the pause function to stop the An Introduction to Using Video in the Classroom
An Introduction to Using Video in the Classroom video from time to time so that students can repeat the line just spoken. Encourage students to use the same intonation and stress patterns as the speakers. Offer opportunities for individual students to repeat the lines, as well as for the whole class to repeat the lines in chorus. Tell me what you see Play a video sequence with the sound off and pause at a convenient point to show a still picture. Students work in pairs and take turns describing what they see in the picture. As a variation, instead of using a single picture, you can pause at several different points where specific items come into prominence. Guess the next line Students watch a dramatic sequence, preferably one involving a dialog between two characters, with the sound on. During the viewing, pause the video at several different points, always just after one character has asked a question or said a sentence to which the second character is expected to respond. Students guess what the second character will say in response to what the first character has said. After eliciting suggested responses from the students, play the video and allow students to hear the actual response used in the video. After going through a sequence in this manner, play the entire sequence again, straight through without pausing, so that students have a chance to follow the dialog spoken at its natural pace. 3. Sound Only This technique involves playing the video with the sound on and no picture. (Cover the screen with a cloth, a coat, or a large piece of paper.) With Sound Only, students listen and concentrate on what they hear, rather than on what they see. As with Silent Viewing, the creation of an information gap stimulates the imagination and student language use. Some classroom activities based on the Sound Only technique are: Describe the person Choose a video sequence in which one An Introduction to Using Video in the Classroom
character speaks continuously for at least 10 or 15 seconds. On the board, write a list of words that students are likely to need to describe the character, for example, old, young, tall, short, dark, fair, nice, nasty. Play the video sequence with sound only. Students listen and write down the words they feel describe the character. Students then work in pairs or small groups, comparing and giving reasons for their answers. Elicit some answers (and reasons for them) from the class. Then replay the sequence with sound and picture so that students can modify or confirm their original answers. Describe the scene Select a video sequence with a soundtrack in which some clues are given as to the location, number of characters, and general situation of the scene. Write the following questions on the board, or dictate them to the students: Where does the scene take place? How many characters are in it? How are they dressed? What are their ages? What is their relationship? What are they doing? Play the sequence with sound only. Students listen and then work in pairs or small groups asking and answering the questions and giving reasons for their answers. Finally, play the scene again, this time with sound and picture. Students discuss the questions again, taking into consideration the new information they now have from the pictures. 4. Split Viewing The technique of Split Viewing involves having some students see a video sequence and hear the soundtrack, while other students only hear the sound track. Some activities based on the Split Viewing technique are: This activity is a lot like a game. Divide the class into pairs. One student in each pair is a listener who faces away from the screen. The other
student is a watcher who faces the screen. Play the video episode. Listeners listen only. When the sequence ends, the watchers have three minutes to tell the listeners what they saw. At the end, encourage one or two listeners to sum up the story. Then replay the episode for all students to watch. At the end, the listeners and the watchers compare their earlier versions with what actually happens in the video. This activity follows a procedure similar to that described above, but instead of watchers telling listeners what happened, the listeners have to ask the watchers questions to find out what happened. After listeners have interviewed watchers, call on listeners to report the information they found out. This is all useful practice in asking questions and reporting information. 5. Normal Viewing As you would expect, the technique of Normal Viewing involves watching the video with sound and picture, the way most people normally watch TV or a video. There are numerous activities based on this technique, and only a few of them are listed here. The most common and popular techniques that involve Normal Viewing are: Role play Select a video sequence with a dialog involving two or three characters. Divide the class into groups composed of the same number of students as there are characters in the video sequence. Play the sequence twice. The students’ task is to study the situation in the video and then role-play the same situation using whatever words or other means they wish. After students have viewed the sequence twice, allow the groups five minutes or so to practice role-playing the situation in the video. Finally, groups take turns performing their role plays for the class, using their own words, actions, and gestures. Role play is an excellent way of having students use the language they have learned. With role play
students concentrate not just on the language people use, but also on how they behave. This is a variation of role play (above). In large classes, each group prepares the role of one character. It then nominates one of its members to play that character. During the role play, members can be substituted by the teacher calling “Change!” or by another group member tapping the role player on the shoulder and replacing him or her. Behavior study In this activity, students watch a dramatic sequence, imagine a similar situation in their own country, and examine the differences in behavior. Select a video sequence that illustrates two or three incidents of behavior that are culturally different from the students’ own culture. Ask the students to observe the video carefully. Play the video sequence and pause after each incident. Elicit information about what the people in the video said and did and how this differs from the students’ culture. For example: Watch how the people greet each other. Play the relevant part of the sequence and elicit from the class: a . where the people are b. what they say c . what they do d. what their relationship is e. how they would act differently in the students’ own language and culture Comparing situations Two or three incidents or sequences can be contrasted to allow the students to compare behavior in two different situations (e.g. people greeting each other at a party, and people greeting each other at a business meeting). Prediction Before having students watch a scene, tell the class where the scene takes place and ask them to predict eight to ten things they might see in the video. For example, for a scene that takes places in a kitchen, students might predict the
An Introduction to Using Video in the Classroom
An Introduction to Using Video in the Classroom following: an apple, a cake, a cook, a stove, a table, a spoon, a sink, a chair, a refrigerator. Play the video. Students watch and call out the names of the predicted items as they see them on the video. As much as the words we use, our body language—such as posture, gestures, and facial expressions—conveys what we really think and feel. An interesting and valuable activity involves describing what characters in a video are thinking and feeling, using clues from the dialog and the body language they use. To carry out this activity, start by pre-teaching a number of words students can use to describe feelings exhibited by a character or characters in the video, for example, angry, irritated, furious, curious, surprised, disappointed, unhappy, worried. The students’ task is to watch the video and name the feelings being expressed. Play the video, stopping at crucial points to focus on a character. Ask students which word describes the character’s emotions or feelings at that point, and have them give reasons for their answers. Students can watch a video episode and then produce an oral or written summary of the story. Alternatively, they can watch a video episode and make up a story about the events leading up to the episode they saw on the video or about what may happen next. Using video to get students to make up a story is an excellent way of getting students to recycle language they have learned and use it in original ways for their own purposes General Suggestions for Using the World Link Videos Before showing a segment to the class, view it yourself and try doing the activities. In this way, you will be able to anticipate questions students may have about the segment.
An Introduction to Using Video in the Classroom
Allow students to view the videos more than once. In order to carry out the viewing activities, students may need to view an individual segment several times. Play the segment as often as the students feel is necessary to complete the activity. Focus students’ attention more effectively on the task at hand by making sure they understand the directions before you play the video segment. Practice with the DVD player you will be using in class, so that you can easily locate and play the appropriate segment. In this introduction, I have described five wellestablished techniques for exploiting video sequences in the EFL/ESL classroom, along with a variety of activities based on these techniques. You should treat the techniques and activities I have outlined as suggestions, not instructions, and vary them to meet your classroom situation and the needs and abilities of your students, and, of course, to suit the particular video segments you are using. I have really enjoyed working on the World Link Video Course, and I hope you and your students have as much fun using it. My greatest hope is that the World Link Video Course helps many, many learners around the world become confident and fluent speakers of English. Sincerely, Susan Stempleski
The World Link Video Characters Good Morning World is an exciting and entertaining morning show hosted by Jay Jones and Kim Kimal. On Good Morning World, Jay and Kim reveal much about their unique personalities as they discuss numerous topics every morning. The co-hosts welcome a variety of guests to the show, including a chef, a doctor, a fashion expert, a movie star, a politician, and many others. They are joined by Rashid, the show’s quiet but hard-working assistant. Start every morning off right with Good Morning World!
Jay Jones
City Living is the story of the day-to-day lives of six friends living, studying, and working in New York City. Takeshi Mifune is a film student from Osaka, Japan. He lives with his best friend Mike Johnson, a struggling actor from Minneapolis, Minnesota. Tara Greene is a student and waitress from Nottingham, England. Her roommates are Sun-hee Park, a computer instructor from Seoul, Korea, and Claudia Oliveira, a software sales manager from Rio de Janeiro, Brazil. Claudia’s boyfriend, Roberto Chavez, is a financial analyst from Mexico City, Mexico. Interesting, exciting, and always fun—that’s “City Living”!
Takeshi Mifune
Claudia Oliveira
Sun-hee Park
Mike Johnson
Tara Greene
Roberto Chavez WorldVideo Link Video An IntroductionThe to Using in the Characters Classroom
Unit 1
New
Friends, New Faces
LESSON SUMMARY
Topic
: Describing people; talking about oneself
Language Link : Review of the simple present: He wears really big glasses. Video Summary : In Good Morning World, Jay and Kim talk about a new intern at the studio but Jay mistakenly describes his hairstylist. In City Living, Sun-hee plans to meet her visiting cousin, but then her plans change. Her roommate Tara agrees to go instead. When Sun-hee comes home and sees her cousin, she is surprised because he looks very different. In Global Viewpoints, people introduce themselves, give some personal information, and describe themselves, family members, and friends.
Good Morning World – Have we met? Before You Watch Read the words in the box aloud as students listen and repeat. Have students use the words to complete the phrases under the pictures. Check answers by calling out a number and having a student read his or her answer. AN SW ER K EY : 1) tall 2) short 3) blond 4) black 5) blue 6) brown Communication Link – Have students describe another student in the class. The first person to guess the
correct student gives the next description. Example: A: She’s tall. She has black hair and brown eyes. She’s wearing a blue skirt. B: Is it Mari? A: Yes, it is!
While You Watch A
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN SW ER K EY : 1) new 2) nice 3) name 4) always 5) looks 6) average
B
Have students read the activity items and answer options. Play the video as many times as needed for students to circle the correct answers. AN S WE R KE Y: 1) b. 2) c. 3) a. 4) c. 5) a.
After You Watch A
Review the words in the box and check comprehension. Have students think back to the video as they complete the blanks with the words. AN S WE R KE Y: 1) black 2) blond 3) brown 4) blue 5) tall 6) short 7) hairstylist 8) intern
B
Work as a group to circle the correct words to complete the sentences. Make suggestions for answers as needed. AN SW ER K E Y: 1) are 2) is 3) speaks 4)isn’t 5) is
Communication Link – Make true or false statements about the people in this episode of Good Morning World
(Jay, Kim, Adrian, Natalie). Students must vote whether the statements are true or false. Have volunteers correct the false statements.
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City Living – Sun-hee’s favorite cousin Before You Watch A
Read the vocabulary words aloud as students repeat for pronunciation practice. Then have students complete the word sets with words from the box. AN S WE R KE Y: 1) in his thirties 2) brown 3) long black 4) tall 5) thin 6) glasses
B
Read the vocabulary words aloud as students repeat for pronunciation practice. Point out that some words are more polite than others. For example, “elderly” is more polite than “old.” Then have students complete the sentences with words from the box. AN SW E R K EY: 1) elderly 2) glasses 3) long black 4) brown. 5) short
Communication Link – Students work in pairs, taking turns describing the people in the pictures. The
listening partner points to the person being described.
While You Watch A
B
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN S WE R KE Y: 1) bus station 2) great 3) look like 4) thirties 5) average 6) heavyset 7) long 8) brown 9) speak 10) glasses Give students time to read the sentences. Remind students that they are to mark “True” only if the statement is completely correct. Play the video as students mark their answers. Review answers as a class and have students correct false answers orally as a group if you wish. AN SW ER K E Y: 1) True 2) False 3) True 4) False 5) True
Real English: So, . . . Show the video clip that uses the expression. Explain that “So” is used to start a turn in a conversation when you want to change the subject or ask a question. Students may work in groups to think of a short dialog where one person gives part of a description and the other person uses “So” to ask a question or change the subject. Example: A: He’s in his late twenties. B: So, is he married?
After You Watch A
Have students act out the dialogs in the Useful Expressions box. Then read the underlined expressions aloud as students listen and repeat for pronunciation practice. Encourage students to think of how the phrases were used in the video before matching the expressions to the definitions. AN SW ER K EY : 1) b. 2) e. 3) a. 4) d. 5) c.
B
Have students match the sentences and responses. Check answers by asking students to read the sentences and responses in pairs as dialogs. AN SW ER K E Y: 1) c. 2.) e. 3) a. 4) d. 5) b.
C
Have students study the Language Link box about the simple present tense. Answer any questions they might have. Remind the class that “Yes/No” questions start with the verb, but that “Wh-“ questions start with question words (taking the opportunity to review them). Point out that some examples use “be” while others use “work” and ask for additional examples with other words. Then have students circle the answers to complete the sentences and check answers with partners. AN SW ER K EY : 1) teaches 2) wants 3) does 4) is 5) are 6) is 7) isn’t 8) has
D
Students use words from the box to complete the story summary. Encourage students to look closely at the words surrounding the blanks before making a choice. AN SW ER K EY : 1) calls 2) asks 3) agrees 4) looks 5) thirties 6) height 7) wears 8) shows
Communication Link – Students work in pairs. Student A describes a character from City Living to B, making
one mistake in the description. Student B must notice the error and correct the description. Example: A: Sun-hee is heavyset with long black hair. She doesn’t wear glasses. B: That’s not true! Sun-hee is thin!
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Global Viewpoints – Describing yourself and others Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Ask students to look at the words and pictures, then complete the sentences under the pictures. AN SW ER K EY : 1) hospital 2) muscular 3) reporter 4) hazel-colored 5) station 6) athletic 7) tan
While You Watch A
B
Before playing the video, explain to students that they are to write the letter of each statement next to the name of the person it matches. Give students time to read the statements. Then play the video. You may wish to pause after each person speaks to allow students time to complete the activity. Answer Key: 1) b. 2) c. 3) f. 4) d. 5) a. 6) e. Before viewing, have students read the sentences and answer options. Then play the video as students listen and circle the correct answers. AN S WE R KE Y: 1) 23, the United States. 2) Seoul, 20 3) 25, the United States 4) Brazil 5) the United States, 28
Real English: do and does Show the video clip where Woo Sung says “I do look like my sister.” Explain that he could have said “I look like my sister,” but he wanted to emphasize the point. Go around the class and have each person give one sentence using do or does for emphasis.
Your View on . . . New Friends, New Faces Have students complete the form with their own information. Review the answers as a class. Answers will vary. Communication Link – Students play the “Identity Game”. One person thinks about a person in the class and
the others take turns asking questions. Students can ask either “Yes/No” or “Wh-” questions, but the answers must be no longer than three words. The class must guess the identity of the person within ten questions, and no one can be described more than once. Example: Is it a woman? Yes. Does she wear glasses? No, she doesn’t. What color is her hair? It’s brown. Is it long or short? Short. Where’s she from? Brazil. I think it’s...
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Unit 2
Express
Yourself
LESSON SUMMARY
Topic
: Body language and gestures; feelings
Language Link : Review of the present continuous: Takeshi is teaching me traditional Japanese greetings . Video Summary : In Good Morning World, Jay and Kim play a game where people act out their feelings to express themselves. In City Living, Takeshi teaches Claudia about Japanese traditions. After Tara arrives, she and Takeshi play a joke on Claudia. In Global Viewpoints, people talk about their feelings and how they cope with them. Other people discuss ways of greeting in countries around the world.
Good Morning World – More than words Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. You may mime the motions or show examples to aid understanding. Then ask students to match the words from the box with the pictures. AN S WE R KE Y: 1) excited 2) singing 3) hitting 4) pointing 5) relaxed 6) shrugging 7) angry 8) stressed Communication Link – Mime one of the new vocabulary words. The first student to guess which word it is
mimes the next word.
While You Watch A
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN SW ER K EY : 1) happy 2) pointing 3) shrugging 4) confused 5) feeling 6) relaxed 7) angry
B
Have students read the activity items and answer options. Play the video as many times as needed for students to circle the correct answers. AN S WE R KE Y: 1) c. 2) a. 3) b. 4) a. 5) c.
After You Watch A
Ask students to think back to the video to match the sentence halves. Check answers by watching the video again and pausing after each answer becomes known. AN SW E R K EY: 1) e. 2) b. 3) d. 4) a. 5) c.
B
Review the words in the box and check comprehension. Have students complete the blanks with the words. AN SW ER K E Y: 1) excited 2) champion 3) feeling 4) shows 5) doing 6) stressed
Communication Link – Have students take turns miming how they are feeling today.
City Living – An important rule for traveling Before You Watch A
Read the vocabulary words aloud as students repeat for pronunciation practice. You may mime the motions or show examples of some of the new words to aid understanding. Then ask students to use the words from the box to complete the sentences under the pictures. AN SW ER K E Y: 1) jump 2) bow 3) points 4) nervous 5) card 6) meeting 13
B
Have students use the words in the box to complete the sentences. 3) traditional 4) rules 5) nod
AN S WE R KE Y: 1) rude
2) joking
Communication Link – Explain the concepts of having rules and being rude to the class. Then make two lists
on the board: rules and rude. Go around the class and ask for examples of cultural rules or rude things in their culture. Write them on the board.
While You Watch A
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Real English: you guys Note that Claudia’s “I don’t know anything” has the same meaning as “to know nothing.” Play the video as students watch and complete the dialog. You Show the video clip that uses the expression. may need to pause or replay to allow time to write. Explain that people use you guys informally to AN SW ER K EY : 1) meeting 2) trip 3) nervous 4) worried refer to several people. Although guys often 5) fine 6) hands 7) natural. 8) point refers to men (e.g., It’s a guy thing ), in this
B
Have students read the activity items and answer options. Play the video as many times as needed for students to match the sentence halves to make correct statements. AN SW ER K EY : 1) e. 2) a. 3) d. 4) f. 5) b. 6) c.
expression it can refer to men, women, or both. Have students work in groups to think of an example in which they might use “you guys” and role-play it for the class.
After You Watch A
Read the sentences in the Useful Expressions box aloud, emphasizing the underlined words. Encourage students to think of how the phrases were used in the video before matching the expressions to the definitions. AN S WE R KE Y: 1) d. 2) c. 3) b. 4) e. 5) a.
B
Have students circle the correct words to complete the sentences. After checking answers, see if students can come up with other examples using the new expressions from Part A. AN S WE R KE Y: 1) like this 2) though 3) let’s see 4) a natural 5) come on
C
Have students study the Language Link box to review the present continuous. Answer any questions they might have. Remind the class that the present continuous is used for something that is happening right now or at this time. Have students fill the gaps in the conversations using the appropriate forms of the words in parentheses. Have students check answers by acting out the conversations. AN SW E R K EY: 1) is your sister doing, is going, is she studying, is learning 2) are waiting, am coming 3) Is Bill studying, isn’t studying, is watching
D
Students use words from the box to complete the story summary. Encourage students to look closely at the words surrounding the blanks before making a choice. AN S WE R KE Y: 1) teaching 2) doing 3) learning 4) nervous 5) business card 6) jumping 7) nodding 8) joking
Communication Link – Small groups of students work together to mime a short scene for the rest of the class.
The others try to guess what is happening. They only get three guesses. Example: Are you buying something? Yes. Are you buying food? No. Are you buying coffee or tea? Yes.
Global Viewpoints – Feelings and emotions Before You Watch A
Read the vocabulary words aloud as students repeat for pronunciation practice. Ask students to match the feelings with the pictures. AN S WE R KE Y: 1) stressed 2) frustrated 3) sad 4) happy
B
Have students match the sentence halves to make sentences using the words from Part A and other feelings. AN SW ER K EY : 1) c. 2) b. 3) f. 4) e. 5) a. 6) d.
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While You Watch Before playing the video, have students read the activity items and answer options. Play the video as many times as needed for students to circle the correct answers. AN SW ER K EY : 1) b. 2) a. 3) b. 4) c. 5) b. 6) a. Communication Link – Go around the class
Real English: get (feeling) Show the video clip that mentions get stressed . Get is an informal way of saying become . Other examples are I get nervous before exams or I get bored at baseball games. Have students work in pairs to think of examples of when they might use get and then share their sentences with the class.
and ask students what makes them get stressed or frustrated.
Global Viewpoints – Greetings around the world Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Ask students to match the words with the pictures. AN SW ER K EY: 1) kiss 2) shake hands 3) hug
While You Watch Before viewing, have students read the statements. Remind them to check “True” only if the statement is completely correct. If it is false, they must listen for information to correct it. Play the video once as students choose “True” or “False”. Then play the video again and allow time for students to correct the false sentences. AN SW E R K EY: 1) True 2) True 3) False; Shaking hands is uncommon in Japan. 4) False; People in Senegal often greet people by shaking hands.
Your View on . . . Express Yourself Have students complete the form with their own information. Review the answers as a class. Answers will vary.
Communication Link – Divide the class into four groups. Each group makes up a way to greet people in their imaginary “culture”. Then everyone mingles, greeting people in their way and trying to figure out the other ways of greeting. After a few minutes, see if they can say what the greeting rules are for each group.
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Unit 3
What Do We Need?
LESSON SUMMARY
Topic
: Foods; shopping
Language Link : Count/Noncount nouns with some, any , a lot of , and much: We don’t need any eggs. We already have some.
Video Summary : In Good Morning World, Chef Tony visits the show to teach Kim and Jay how to save money by making delicious meals with the foods they have at home. In City Living, Mike calls Takeshi from the supermarket to see what groceries they need. After deciding what they need, Takeshi asks Mike if he made a list. Both men claim they have good memories, but events suggest otherwise. In Global Viewpoints, people discuss their food shopping habits and talk about the shopping available in their neighborhoods.
Good Morning World – Food for naught Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Then have students complete the phrases under the pictures. AN SW E R K EY: 1) grocery 2) money 3) grapes 4) lettuce 5) organic 6) junk 7) tofu 8) cart Communication Link – Have students share their shopping habits by asking questions like: When they shop
for groceries, do they use a list or rely on memory? Do they impulsively buy things they see? Do they have a favorite grocery store or do they go wherever is the cheapest, easiest, or most popular? Have them tell the class. Example: I never use a list. I just buy what’s available and what looks good.
While You Watch A
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN SW ER K EY : 1) carrots 2) aren’t 3) salad 4) list 5) healthy 6) flavor 7) any 8) onions
B
Have students read the activity items and answer options. Play the video as many times as needed for students to match the sentence halves to make correct statements. AN SW ER K EY : 1) d. 2) a. 3) e. 4) f. 5) b. 6) c.
After You Watch A
Review the words in the box as a group as you check comprehension. Then work as a group to complete the word categories with words from the box. AN SW E R K EY : 1) junk food 2) grapes 3) carrots 4) tofu
B
Have students think back to the video and work as a group to circle the best words to complete the sentences. Check answers by playing the video and pausing after each phrase is said. AN S WE R KE Y: 1) are 2) any 3) some 4) any 5) things 6) some
Communication Link – Have students work in pairs to write about dishes they can make. Ask them to list the
ingredients they know and use a dictionary to look up any unknown words. Pairs then read the ingredient list to the class as the class guesses what the dish is.
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City Living – Do we need anything? Before You Watch A
Read the vocabulary words aloud as students repeat for pronunciation practice. Then have students label the pictures with the words from the box. AN SW ER K E Y: 1) eggs 2) hamburger 3) bread 4) rice 5) oranges 6) tomatoes 7) carrots 8) milk
Communication Link – Students work in groups. Go around the group, each student naming a food they need
to buy in alphabetical order. Each person has to remember and say all the foods that have been said before. Example: A: I need apples. B: I need apples and bananas. C: I need apples, bananas, and chocolate. F: I need apples, bananas, chocolate, dessert, eggs, and fish. B
Read the words in the box as students listen and repeat for pronounciation practice. Explain that in the American measurement system, a “pound” is a basic weight. There are 2.2 pounds in one kilogram. Make certain that the class understands “wallet”, a small pocket container for money. Then ask students to use the new words to complete the sentences and check answers with a partner. AN S WE R K EY: 1) wallet 2) bag 3) memory 4) hungry 5) pound 6) salads
Communication Link – Students work in pairs, talking about foods they like and dislike. Example: I love salads
of lettuce and tomatoes, but I don’t like cooked vegetables.
While You Watch A
B
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN SW E R KEY: 1) supermarket 2) vegetables 3) pound 4) lettuce 5) heads 6) bread 7) eggs 8) any 9) some Give students time to study the sentences. They need to choose the letter of the correct ending for each sentence. Play the video again and allow time for students to answer. AN SW ER K E Y: 1) c. 2) a. 3) f. 4) e. 5) d. 6) b.
Real English: (That/It) figures Show the video clip that uses the expression. People say this when something they expect to happen actually does happen. It’s often said as an aside, not directly to the person who is doing something. Example: Oh, you lost your homework? That figures. (I expected that to happen.) Have students work in pairs to think of an example in which they might use that/it figures and role-play it for the class.
After You Watch A
Read the Useful Expressions aloud for pronunciation practice. Then have students use the expressions to complete the dialog. Ask pairs of students to act out the dialog to check answers. AN S WE R KE Y: 1) any 2) some 3) much 4) milk 5) tomatoes
B
Have students study the Language Link box about count and noncount nouns. Answer any questions they might have. Point out that the articles “a” and “an” are only used with single things you can count. Noncount nouns are always singular, although many of them have measure words such as “heads of lettuce”, “cups of coffee”, and “bags of rice”. We use “any” in questions and in negative statements for both kinds of nouns. Have students circle the correct words to complete the sentences. Then have them check answers with a partner and explain why they chose their answer. AN S WE R KE Y: 1) some 2) some 3) any 4) many 5) much
C
Students use words from the box to complete the story summary. Encourage students to look closely at the words surrounding the blanks before making a choice. AN S WE R KE Y: 1) calls 2) some 3) bread 4) any 5) write 6) wallet 7) find 8) takes
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Communication Link – Go back to the food pictures in “Before You Watch” Part A. Have students work as a
group to circle the noncount foods. Then go around the class with people asking and answering questions about the foods. Example: A: Do you have any yogurt? B: Sorry, I don’t have any. [asking person C] Do you have any apples? C: Sure, I have six in this bag. [asking D] Is there any milk? D: Yes, there’s a lot of milk.
Global Viewpoints – Grocery shopping Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Ask students to look at the words and pictures, then label the pictures. AN SW ER K E Y: 1) ice cubes 2) deli meats 3) shoe store 4) market 5) bookstore
While You Watch Before viewing, allow students time to read the activity items and answer options. Play the video as many times as needed for students to watch and circle the correct answers. AN SW ER K E Y: 1) a. 2) b. 3) c. 4) c. 5) a.
Real English: deli or delicatessen Show the video clip where Kevin says he buys deli meats. In many American supermarkets, there is a deli counter where you can order sliced meats and cheeses and buy salads. Ask students what meats they buy in the supermarket and what they use them for.
Communication Link – Have students
describe what is in their refrigerator right now.
Global Viewpoints – At the mall Before You Watch Go over the vocabulary words and check comprehension. Then read the words aloud as students repeat for pronunciation practice. Have students complete the sentences with the words in the box. AN SW ER K EY : 1) shopping mall 2) groceries 3) stationery store
While You Watch Before you play the video, allow students time to read the statements. Remind them to circle “True” only if the statement is completely correct. If it is false, they must listen for information to correct it. Play the video once as students choose “True” or “False”. Then play the video again and allow time for students to correct the false sentences. AN SW ER K E Y: 1) False; There’s a big mall in Dennis’s neighborhood. 2) True 3) False; Agnes says they don’t have big shopping malls in Senegal. Communication Link – Ask students what stores they have near their homes, schools, or work. Have them tell
the class. Example: I have a grocery store, a shopping mall and book store near my home.
Your View on . . . What Do We Need? Have students complete the form with their own information. Review the answers as a class. Answers will vary. Communication Link – Students discuss what’s good and bad about shopping malls. Divide the class in half
and assign each group an opinion. The groups should brainstorm and then present their views to the whole group. Example: Group A: We think malls are great for one-stop shopping. There’s lots to do there with restaurants and movies, and it’s all inside so the weather doesn’t matter. Group B: We don’t like shopping malls. You need a car to get there and then they’re so crowded. They’re big and all the same. Also, they hurt the little stores in town. Sometimes the little stores go out of business.
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Unit 4
Vacation
LESSON SUMMARY
Topic
: Vacation and travel; weather
Language Link : Whose; possessive adjectives and pronouns; belong to: Hey, whose is this? It’s mine. Video Summary : In Good Morning World, Jay quizzes Kim to make sure she has everything for her upcoming vacation. We also find out that Kim is afraid to fly. In City Living, Mike asks questions as Roberto packs for a combination business trip and vacation in Mexico City. Mike is surprised by something Roberto packs. In Global Viewpoints, people talk about the weather and things to do when visitors vacation where they live.
Good Morning World – Kim in flight Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Then ask students to use the words from the box to complete the picture labels. AN S WE R KE Y: 1) suitcase 2) cash 3) sightseeing 4) sweater 5) clear 6) chilly 7) foggy 8) windy Communication Link – Write the letters of one of the vocabulary words on the board in scrambled order.
Students compete to be the first to figure out which word it is. Repeat with the other new words.
While You Watch A
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN S WE R KE Y: 1) suitcase 2) Whose 3) belongs 4) sightseeing 5) weather 6) warm 7) sweater 8) idea
B
Have students read the activity items and answer options. Play the video as many times as needed for students to circle the correct answers. AN SW ER K EY : 1) b. 2) a. 3) b. 4) c. 5) c.
After You Watch A
Have students think back to the video as they match the sentence halves to make correct sentences. AN S WE R K EY: 1) a. 2) e. 3) d. 4) h. 5) b. 6) g. 7) c. 8) f.
B
Work with the students as a group to choose the correct words to complete the sentences. KEY: 1) my 2) mine 3) Whose 4) belongs to 5) but. 6) or
AN SW ER
Communication Link – Ask students what country they want to visit someday. Have them make lists of the
things they plan to bring with them and what they want to do there.
City Living – Another souvenir? Before You Watch A
Read the vocabulary words aloud as students repeat for pronunciation practice. Then ask students to match the words from the box with the pictures. AN S WE R KE Y: 1) airport 2) souvenirs 3) hotel 4) plane ticket 5) passport 6) car rental 19
B
Ask students to use words in the box to complete the sentences, then check answers with a partner. AN SW ER K E Y: 1) car rental 2) ticket 3) hotel 4) briefcase 5) passport 6) airport 7) souvenirs
Communication Link – Have students talk about their favorite souvenir. Why do they like it? Example: I have a
fan from Spain. It’s beautiful and it’s nice in the summer.
While You Watch A
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as Real English: right? students watch and complete the sentences. You may need to pause or replay to allow time to write. AN S WE R KE Y: 1) gifts Show the video clip where Mike 2) souvenirs 3) niece 4) video game 5) smart 6) hers uses the expression. Explain that 7) belongs to 8) present 9) maybe 10) airport
B
Have students read the activity items and answer options. Play the video as many times as needed for students to match the sentence halves. AN S WE R KE Y: 1) c. 2) a. 3) f. 4) b. 5) g. 6) d. 7) h. 8) e.
people use “right?” to check whether information is correct. Example: You said to meet you at six, right?
After You Watch A
Have students act out the dialogs in the Useful Expressions box. Repeat the underlined expressions for pronunciation practice. Encourage students to look at the words and the conversation around the expressions before matching the expressions to the definitions. Explain that Americans use “vacation” the same way British speakers use “holiday” to describe a time away from work, often spent traveling. Note that Roberto uses “yes” and “no” to indicate there will be some work as well as a vacation. AN SW ER K E Y: 1) d. 2) c. 3) a. 4) b.
B
Draw students’ attention to the ways the Useful Expressions are used with other phrases. Then have them work in pairs to circle the best words to complete the dialogs using the new expressions. Students may act out the dialogs to check their answers. AN SW ER K E Y: 1) Yes and no 2) You should 3) Good idea 4) That’s it
C
Have students study the Language Link box about possessive adjectives and pronouns. Review the fact that adjectives go with nouns, so possessive adjectives are also used with nouns while possessive pronouns stand alone. Note that “Whose” is another “Wh-” question word. Teach the phrase “belongs to” as one unit. Note that an object form comes after it because “to” is a preposition. Have students complete the sentences and check answers with a partner. AN S WE R K EY: 1) your 2) them 3) hers 4) you 5) My 6) Whose 7) mine
D
Students use words from the box to complete the story summary. Encourage students to look closely at the words surrounding the blanks before making a choice. AN SW ER K EY : 1) trip 2) souvenirs 3) his 4) niece 5) belongs 6) teddy bear 7) him 8) travel
Communication Link – Everyone contributes one small item (pencil, lipstick, key . . .) to a pile in the middle of
the room. They then ask questions about who the things belong to. The only rule is that a person who owns the item can’t ask “Whose is this?” He or she can say “It’s mine.” or “It’s my pen.”
Global Viewpoints – The weather Before You Watch Before going over the vocabulary, review the idea of seasons, the four main parts of the year. Recall that they are more important in some places than others and that seasons in the Southern hemisphere are reversed from the Northern hemisphere. Then say the vocabulary words aloud as students repeat for pronunciation practice. Ask students to look at the words and pictures, then complete the sentences under the pictures. AN SW ER K EY : 1) warm 2) rainy 3) hot, sunny 4) cold 5) rainstorms
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While You Watch Before you play the video, have students read the sentences. Remind them to circle “True” only if the statement is completely correct. If it is false, they must listen for information to correct it. Play the video once as students choose “True” or “False”. Then play the video again and allow time for students to correct the false sentences. AN SW ER K E Y: 1) True 2) True 3) True 4) False; Alyssa says she doesn’t like winter. 5) False; Daniel’s favorite season is winter.
Real English: wintertime, springtime, summertime Show the video clip where Dan says “in the wintertime . . .” He is emphasizing the length of the season, several months. Note that we don’t use –time with fall or autumn, just the other three seasons. Ask students how cold or hot it is in the wintertime and summertime in their hometown.
Global Viewpoints – What should I do? Before You Watch Read the place names aloud as students repeat for pronunciation practice. Ask if students understand what these places are. “The Everglades” is a wet swamp in Florida, USA. “Falls” are waterfalls, and “glaciers” are ice fields. Then ask students to work in pairs to match the place names with the pictures. Can they explain their choices? AN SW ER K EY : 1) a. 2) b. 3) d. 4) c. Communication Link – Give three hints to famous places around the world as students guess which location it
is. Example: It’s in France. It’s a big city. There is a famous tower there. Student A: It’s Paris!
While You Watch Before viewing, give students time to read all the answer options. Explain to students that they are to write the letter of each activity next to the name of the person who said it. Play the video. You may wish to pause after each person speaks to allow students time to complete the activity. AN SW E R K EY: 1) c. 2) b. 3) c. (implied), and d. 4) a., e., and f.
Your View on . . . Vacation Have students complete the form with their own information. Review the answers as a class. Answers will vary. Communication Link – Students work in groups of three to plan a vacation trip. They should decide what to
see, when to go, what the weather may be like, what to pack (based on weather and activities) and what souvenirs to buy. The groups take turns presenting their vacation to the rest of the class. At the end, people vote for the best vacation plans.
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Unit 5
Heroes
LESSON SUMMARY
Topic
: Heroes past and present
Language Link : The simple past—be and regular verbs: Was she famous? Video Summary : In Good Morning World, explorer and writer Blas Kubik visits the show and talks about himself and his career. In City Living, Claudia tells Sun-hee about her hero. Sun-hee has a hero, too, and Tara asks questions about her. In Global Viewpoints, people talk about their heroes and give reasons why.
Good Morning World – Exploring heroes Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Then ask students to use the words from the box to complete the sentences under the pictures. AN S WE R KE Y: 1) traveler 2) explorer 3) pictures 4) writer 5) ambassador 6) chase Communication Link – Explain the concept of a hero. Then have students talk about their heroes. Make a list of
heroes on the board. Example: A: I think Joan of Arc was a hero. B: Nelson Mandela is my favorite hero.
While You Watch A
Before viewing, give students time to read the activity items and answer options. Answer questions as needed. Play the video as many times as needed for students to watch and match the sentence halves. AN SW ER K EY : 1) d. 2) g. 3) f. 4) b. 5) c. 6) h. 7) a. 8) e.
B
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN SW ER K EY : 1) talents. 2) job 3) explorer 4) ambassador 5) explored. 6) born 7) admired 8) chased
After You Watch A
Ask students to think back to the video as they circle the words to complete the sentences. Check answers by having students vote for which answer is correct. AN S WE R KE Y: 1) b. 2) a. 3) c 4) c. 5) a.
B
Work together as a group to choose the best words to complete the sentences. 2) was 3) traveled 4) wanted 5) were 6) was
AN S WE R KE Y:
1) was
Communication Link – Make true or false statements about this episode of Good Morning World . Students
must vote whether the statements are true or false. Volunteers then correct the false statements.
City Living – Our heroes Before You Watch A
Read the words in the box aloud as students listen and repeat for pronunciation practice. Have students complete the sentences with the words. Answer questions or give explanations as needed. AN S WE R KEY: 1) activists 2) leaders 3) hero 4) entrepreneur 5) strong 6) prize
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B
Have students match the sentence halves to make correct sentences. Check answers by having students read the sentences halves in pairs. The class decides if the sentences make sense. AN SW E R K EY: 1) e. 2) a. 3) c. 4) d. 5) b. 6) f.
Communication Link – Ask students to think about someone they admire. Then have them write as many
reasons as they can about why they admire this person. The student with the longest list of good points “wins”. Example: A: I admire my grandfather. He’s brave, strong, a real leader, kind, intelligent, and very helpful.
While You Watch A
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN SW ER K EY : 1) heroes 2) alive 3) successful 4) moved away 5) success 6) famous 7) prizes 8) win 9) grandmother
B
Before you play the video, have students read the sentences. Remind them to circle “True” only if the statement is completely correct. If it is false, they must listen for information to correct it. Play the video as many times as necessary for students to mark the sentences and correct the false ones. AN SW ER K EY : 1) False; Claudia’s hero. Rigoberta Menchu, was born in Guatemala. 2) True 3) False; Rigoberta Menchu won the Nobel Peace Prize in 1992. 4) True 5) True 6) False; Jung-hee Kang didn’t win any prizes for helping other people.
Real English: or anything Show the video clip where Tara uses the expression. Explain that people use “or anything” when they want to include items that are similar, but they don’t give specific examples. Example: Do you want some juice or anything? We have lots of juices and juice drinks.
After You Watch A
Read the Useful Expressions aloud for pronunciation practice. Encourage students to think of whether they are questions or answers. Then have students use the expressions to complete the dialogs. Ask pairs of students to act out the dialogs to check answers. AN SW ER K EY : 1) What did she do? 2) No, not really. 3) Where’s she from? 4) Who’s that? 5) Sorry to hear that.
B
Ask students to circle the correct phrases to complete the sentences. Check answers by having pairs act out the dialogs for the class. AN SW ER K EY : 1) who’s that 2) where’s she from 3) What did she do 4) not really 5) sorry to hear that
C
Have students study the Language Link box about the simple past with regular verbs and the verb “be”. Review the forms “was”, “were”, “wasn’t”, and “weren’t”. Remind students that regular verbs end in “-ed” in the simple past although the ending has different sounds. Point out that “didn’t” is used with the stem of regular verbs to make negative sentences. Then have students complete the sentences and check answers with a partner. AN S WE R KE Y: 1) did 2) risked 3) was 4) wasn’t 5) moved 6) worked 7) helped
D
Students use words from the box to complete the story summary. Encourage students to look closely at the words surrounding the blanks before making a choice. AN S WE R KE Y: 1) hero 2) is 3) activist 4) risked 5) asks 6) admires 7) wasn’t 8) didn’t
Communication Link – Make a list of famous people who are activists, explorers, heroes, leaders, or
entrepreneurs. Write names in columns under those headings on the board. Brainstorm about details of their lives. Example: A: I really admire Aung San Suu Kyi. B: Who is she? A: She’s a leader in Burma. C: What is she like? A: She’s brave and intelligent.
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Global Viewpoints – Who do you admire? A Before You Watch A
Ask students to read the sentences and notice the underlined words. Read the underlined words aloud as students repeat for pronunciation practice. Then have students match the sentences to the best definitions for the words that are underlined. AN SW ER K EY : 1) g. 2) b. 3) f. 4) c. 5) e. 6) a. 7) d.
B
Have students practice using the new words by matching sentence halves to make logical sentences. AN SW ER K EY : 1) c. 2) a. 3) e. 4) g. 5) d. 6) b. 7) f.
Communication Link – Students work in pairs to come up with sentences using the new vocabulary words.
When they say a sentence aloud, they say “teapot” instead of the vocabulary word and the class has to guess what the word is. Example: My parents “teapot” six children. Students: raised
Real English: put something on the map...
While You Watch Before you play the video, have students read the sentences. Remind them to circle “True” only if the statement is completely correct. If it is false, they must listen for information to correct it. Play the video once as students choose “True” or “False”. Then play the video again and allow time for students to correct the false sentences. AN SW ER K EY : 1) True 2) False; Daniel admires Bob Marley because he brought reggae music to the world. 3) True 4) False; Dayanne admires her mother because she’s brave, persistent, and strong. 5) True
Show the video clip where Daniel says this. Ask students what he means by the statement. Explain that the expression means to make a place famous. Do they know someone who put a place on the map?
Global Viewpoints – Who do you admire? B While You Watch Before you play the video, have students read the sentences in the right column. Answer questions as needed. Play the video as many times as necessary for students to match the speakers with their heroes. AN SW ER K E Y: 1) b. 2) i. 3) a. 4) f. 5) h. 6) e. 7) c. 8) g. 9) d.
Your View on . . . Heroes Have students complete the form with their own information. Review the answers as a class. Answers will vary. Communication Link – Have students circulate through the class taking a survey. They can use the questions
in “Your View on . . .” to ask five people about their heroes. Then make a chart on the board with categories such as: leader , entertainment star , and relative. Ask students to analyze what people told them. Are there any patterns to their heroes? For example, do men have sports stars as heroes more often than women? Are women more likely to name relatives as their heroes? Discuss these patterns and ask the class to suggest reasons for them.
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Unit 6
The
Mind
LESSON SUMMARY
Topic
: Dreams; memory and the mind
Language Link : The simple past—irregular verbs: I had a really strange dream last night . Video Summary : In Good Morning World, Kim tries to find out if Jay really has a good memory. She is impressed when he remembers that her birthday is today; however Jay forgets Rashid’s birthday, which is also today. In City Living, Roberto tells Claudia about a strange dream in which he met a man who danced. Claudia thought this was scary because she had ballet tickets as a surprise for Roberto. In Global Viewpoints, people talk about their memories and their dreams.
Good Morning World – Keep in mind Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Then ask students to use the words from the box to complete the sentences under the pictures. AN S WE R KE Y: 1) remember 2) feed 3) woke 4) wore 5) gave
While You Watch A
Before viewing, give students time to read the activity items and answer options. Play the video as many times as needed for students to watch and match the sentence halves. AN SW ER K E Y: 1) c. 2) a. 3) e. 4) d. 5) b.
B
Read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN SW E R K EY: 1) do 2) woke 3) did 4) had 5) wear 6) memory
After You Watch A
Ask students to work in pairs and think back on the video to decide if the statements are true or false. Remind them that a statement must be completely correct in order to be marked “True”. Then, have them correct the statements marked “False.” Check answers by asking students to stand if they think the answer is true or remain sitting if the answer is false. AN S WE R KE Y: 1) True 2) False; Jay thinks he has a good memory for the past. 3) False; Jay woke up at 5:00 this morning and went jogging. 4) False; Jay had a banana, yogurt, and a glass of milk for breakfast this morning. 5) True 6) False; Jay forgot Rashid’s birthday.
B
Explain that the statements are about things people say in the video and that students must choose the correct forms of the verbs to complete them. Work with the class as a group to complete the activity. Give answer suggestions as needed. AN SW ER K EY : 1) forget 2) forgets 3) woke 4) did. 5) say 6) forgot
Communication Link – Play a memory game to see who has the best memory. Have the students stand or sit in
a circle. Say a food, classroom object, or other noun starting with the letter “A”. The student to your right repeats your word and adds a word to the list that begins with “B”. Continue until you have gone all the way through the alphabet or someone is unable to remember all the things in the list.
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City Living – Roberto’s strange dream Before You Watch A
Read the vocabulary words aloud as students repeat for pronunciation practice. Check that students understand “pajamas” (night clothes that are worn for sleeping). In Roberto’s dream, he wears them outside in daytime. Ask students to match the words from the box with the pictures. AN SW E R K EY: 1) shake 2) hug 3) ballet 4) pajamas 5) wake up
B
Read the vocabulary words aloud as students listen and repeat for pronunciation practice. Have students complete the sentences with words from the boxes. AN SW ER K EY : 1) weird 2) surprise 3) remember 4) scary 5) reminds
Communication Link – Ask students to work in pairs to make up a story using as many of the new words as
possible. Pairs take turns telling their stories. Example: That movie reminds me of a strange dream I had. It was really scary! I don’t remember all of it, but it began with a big surprise...
While You Watch A
B
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN S WE R KE Y: 1) strange 2) weird 3) pajamas 4) ticket 5) began 6) reminded 7) hugged 8) remember 9) happened Have students read the activity items and answer options. Play the video as many times as needed for students to match the sentence halves. AN SW ER K E Y: 1) e. 2) d. 3) g. 4) b. 5) h. 6) f. 7) a. 8) c.
Real English: And then? Show the video clip where Claudia uses the expression. Explain that people use “ And then?” when they are interested in what someone else is saying and they want them to go on to give more information. Example: And then? What happened next?
After You Watch A
Have students act out the dialogs in the Useful Expressions box. Then read the underlined expressions aloud for pronunciation practice. Encourage students to think of how the phrases were used in the video. Have students work in pairs to decide which sentence is the best meaning for each expression. AN SW ER K EY : 1) b. 2) a. 3) b. 4) a.
B
Have students complete the dialogs with the new expressions. Check answers by having student pairs act out the dialogs. AN SW ER K EY : 1) I think so 2) really 3) I got it 4) like this
C
Have students study the Language Link box about the simple past with irregular verbs. Irregular verbs need to be learned. However, the negative forms are the same as regular verbs: Use “didn’t” with the base form of the verb. For questions use “Did/Didn’t” + subject + base verb. Example: Did you eat lunch yesterday? “Wh-” questions start with the “Wh-” word. Example: Why didn’t you eat lunch? Have students complete the sentences by circling the correct forms of the verbs. AN S WE R KE Y: 1) had 2) saw 3) began 4) shook 5) woke 6) got
D
Students use words from the box to complete the story summary. Encourage students to look closely at the words surrounding the blanks before making a choice. AN S WE R KE Y: 1) had 2) pajamas 3) asked 4) reminded 5) hugged 6) shook 7) scary 8) surprise
Communication Link – Students work in pairs. One person talks about her/his routine this year. The other
person listens and repeats the schedule, but using the past tense for last year. Example: A: This year I wake up around six and eat breakfast. Then I go to school and teach English classes... B: Last year I woke up around six and ate breakfast. Then I went to school and taught English classes...
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Global Viewpoints – How’s your memory? Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Check comprehension by asking for example sentences using each word. Then ask students to complete the sentences with the words. AN SW ER K EY : 1) code 2) memory 3) image 4) characteristic
While You Watch Before viewing, note that in friendly, informal conversation, some people use “bro” to talk to a man or boy, and “sis” to talk to a woman or girl. Then have students read the activity items and answer options. Answer questions as needed. Have students watch the interviews and circle the correct words. AN SW ER K E Y: 1) b. 2) a. 3) a. 4) c. 5) c. Communication Link – Students make sentences comparing what
they can remember well and what they can’t. Track the answers to find the most common thing people can remember easily and the most common thing people have trouble with. Example: I have a good memory [when it comes to/ for/with regard to] names, but not numbers.
Real English: when it comes to . . . Show the video clip where Agnes says this. People use this phrase instead of “for” or the more formal “with regard to.” Write these three alternatives on the board.
Global Viewpoints – Strange dreams Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Have students write the words under the pictures. AN SW E R K EY: 1) dinosaur 2) forest 3) cheese
While You Watch Before you play the video, have students read the sentences. Ask if they know the word “nightmare”—a bad dream, usually scary. Remind them to check “True” only if the statement is completely correct. If it is false, they must listen for information to correct it. Play the video as the students to choose “True” or “False”. Then play the video again and allow time for students to correct the false sentences. AN SW ER K EY : 1) True 2) False; Malinda had a nightmare that she was lost in a forest. 3) True 4) False; Woo Sung had a dream that dinosaurs were chasing him. 5) False; Dan dreamed that a bird ate him.
Your View on . . . The Mind Have students complete the form with their own information. Review the answers as a class. Answers will vary. Communication Link – Students work in groups of three or four to make a list of opinions about dreams. After
time for discussion in groups, ask if there is any agreement about the meaning of dreams. Do people disagree on the importance of dreams? Why? Encourage people to support their opinions with information or experiences. Example: Dreams can show us the future. Two times in the past, I had a dream about something and then it happened. The first time...
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Unit 7
In the City
LESSON SUMMARY
Topic
: Giving and following directions; neighborhood places
Language Link : Prepositions of place: The restaurant was right across the street from the subway station. Video Summary : In Good Morning World, Kim and Jay ask people on the street what they think of living in or near the city. In City Living, Sun-hee and Tara accept Claudia’s dinner invitation at a new restaurant. However, when they try to find it, they have problems although they ask for directions. In Global Viewpoints, people talk about what’s in their neighborhood. Others discuss advantages and disadvantages of city living.
Good Morning World – Our kind of town Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Then ask students to use the words from the box to complete the sentences under the pictures. AN S WE R KE Y: 1) nail salon 2) trains 3) rush hour 4) cafe 5) movie 6) pollution Communication Link – Give a description for one of the new words. Students guess what word it is. Example:
It’s something that makes the air unclean. Students: It ’s pollution!
While You Watch A
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the sentences. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN SW ER K E Y: 1) a few 2) a lot 3) between 4) across 5) pollution 6) polluted
B
Read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN SW ER K EY : 1) next to 2) pleasant 3) form 4) public 5) affordable 6) stuck 7) everywhere 8) across from
After You Watch Work together with the class as a group to circle the correct words to complete the sentences. KEY: 1) b. 2) a. 3) a. 4) b. 5) a. 6) b.
AN S WE R
Communication Link – Take a survey and ask students if they’d like to live in the city, a small town or the
countryside. Track the number of students and where they want to live on the board. Then make a list of the advantages and disadvantages of each place.
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City Living – You can’t miss it! Before You Watch A
Read the vocabulary words aloud as students repeat for pronunciation practice. Explain that in North America, a “subway” is an underground train (sometimes called “the metro”), not a pedestrian passageway under a street. Also, in many cities, you can get a taxi on the street without calling by phone. Then ask students to use the words from the box to complete the sentences under the pictures. AN SW ER K EY : 1) taxis 2) nightclub 3) gym 4) subway 5) traffic
B
Review the prepositions of place using a diagram on the board. Read the words aloud to model pronunciation. Then ask students to use the words in the box to complete the sentences. AN SW ER 1) on 2) between 3) at 4) middle 5) on the corner 6) across
K E Y:
Communication Link – Do your students come from a city with a subway system? Is it a good way to get
around? Why or why not? If they live in the countryside, is public transportation available? If not, how do they get around? Explain.
While You Watch A
B
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN SW ER K E Y: 1) raining 2) restaurant 3) street 4) on 5) between 6) directions 7) blocks 8) left 9) nightclub 10) corner Have students read the activity items and answer options. Play the video as many times as needed for students to match the parts of the sentences. AN SW ER K EY : 1) c. 2) a. 3) d. 4) f. 5) b. 6) e.
Real English: my treat Show the video clip that uses the expression. Explain that people use “my treat” to offer an invitation where it’s very clear that they will pay the bill. Have pairs of students practice inviting each other using this phrase. Example: A: Let’s have lunch at Ben’s Bistro today—my treat . B: Wow, that’s a neat place! I’d love to have lunch there with you.
After You Watch A
Read the Useful Expressions aloud for pronunciation practice. Encourage students to think of how the phrases were used in the video before completing the dialogs. Note that “I know the name” is a “timebuyer”, when the person has heard of the place, but doesn’t clearly know where it is. Students work in pairs to complete the dialogs and then check their answers by acting out the dialogs for the class. AN SW ER K EY : 1) Excuse me 2) What street is it on? 3) I know the name. 4) Do you know where it is? 5) It’s on West Houston.
B
Have students work on their own to complete the sentences from the video. 2) What 3) it’s 4) between 5) us
C
Have students study the Language Link box about prepositions of place. A city diagram on the board can be very helpful in clarifying concepts such as “corner”, “middle of the block”, and “across from”. Draw a few blocks, give some street names, and write in some places. Note that “across from” means the same thing as “opposite”. Have students circle the correct words to complete the sentences and check answers with a partner. AN SW ER K EY: 1) on 2) between 3) at 4) middle 5) on 6) across
D
Students use words from the box to complete the story summary. Encourage students to look closely at the words surrounding the blanks before making a choice. AN S WE R KE Y: 1) note 2) restaurant 3) directions 4) forgets 5) understand 6) taxi 7) across 8) subway station
AN SW ER K EY:
1) where
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Communication Link – Students work in groups of three. Two people are looking for The Globe Nightclub on
Seventy-Ninth Street. They ask the third person for directions. That person can give any directions, but should note the directions and check to see if the first two understand the directions and can repeat them accurately.
Global Viewpoints – In my neighborhood Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Ask students to look at the words and pictures, then complete the sentences under the pictures with words from the box. Note that “drugstore” is used for “pharmacy” in some parts of the U.S. while the British word is “chemist”. AN SW E R KEY: 1) bakery 2) pharmacy 3) bank. 4) post office 5) laundromat Communication Link – Remind students that words often have
stress on certain parts, or “syllables”. Explain that in “neighborhood”, the stress is on “neigh”. (You may wish to overemphasize the stress when modeling to teach the point.) Write the new vocabulary on the board. Have students try to circle the stressed syllable for each word. Say the words aloud as students vote if the person got it right or not.
While You Watch Give students time to read through the activity items and answer options before viewing. Then play the video as students watch and circle the places mentioned. AN SW E R K EY: 1) b. 2) c. 3) a. 4) a.
Real English: right next door Show the video clip where Natalie says “right next door to the pizza shop . . .” She means that the buildings are immediately next to each other with no space in between. Go around the class and have students tell you what well-known places in your city are right next door to. Example: The cinema is right next door to the supermarket.
Global Viewpoints – Cities and towns Before You Watch Read the vocabulary words aloud as students listen and repeat for pronunciation practice. Explain that high costs of rent, food, transportation, and insurance often make living in the city more expensive than the countryside. Then have students complete the sentences. AN SW ER K EY : 1) pollution 2) crime 3) transportation 4) cost
While You Watch Before you play the video, have students read the sentences. Remind them to circle “True” only if the statement is completely correct. If it is false, they must listen for information to correct it. Play the video once as students choose “True” or “False”. Then play the video again and allow time for students to correct the false sentences. AN SW ER K E Y: 1) True 2) True 3) True 4) False; Miyuki thinks it’s not difficult to get around Tokyo. 5) False; Dave thinks Mexico City has a lot of pollution. 6) False; Dave loves Mexico City. 7) False; Dayanne thinks living in São Paulo is expensive. 8) True
Your View on . . . In the City Have students complete the form with their own information. Review the answers as a class. Answers will vary. Communication Link – Students play “Taxi Driver”. Using a neighborhood diagram on the board, arrange chairs
or desks in a similar pattern. Students work in pairs, one in front of the other. The student in front is the taxi driver, the one in back the passenger. The passenger gives directions about where to turn and when to stop. Then they exchange roles. Example: OK, we’re going to Pizza Palace on First Street. Turn left and go to the end of the block. Now turn right. It’s there on the left, between the bank and the bakery.
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Unit 8
All
About You
LESSON SUMMARY
Topic
: Sports and pastimes; free-time activities
Language Link : Verb + noun; verb + infinitive: I love to play baseball! Video Summary : In Good Morning World, Kim talks about how she and her sister are different and we find out that Kim is a bit competitive. In City Living, Claudia and Sun-hee talk about sports. Claudia says she’s very athletic, but when the women are asked to play baseball, we learn the truth. In Global Viewpoints, people talk about their favorite sports and pastimes. They say how frequently they do these activities.
Good Morning World – In to win Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Discuss the meaning of “competitive” and explain that it’s when someone tries very hard to be more successful or to win more often than other people. Then ask students to use the words from the box to complete the sentences under the pictures. AN SW ER K E Y: 1) ping-pong 2) competitive 3) messy 4) talkative 5) volleyball 6) judo 7) camping 8) bowling Communication Link – Find out which of the sports in the new vocabulary is most popular with your students.
Ask if they like bowling, camping, judo, ping-pong, or volleyball. Make a list of the sports on the board from most popular to least popular.
While You Watch A
Before viewing, have students read the activity items and answer options. Play the video as many times as needed for students to match the sentence halves. AN S WE R KE Y: 1) e. 2) a. 3) d. 4) b. 5) c.
B
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN SW ER K EY : 1) laid back 2) often 3) all the time 4) ambitious 5) careful 6) get hurt 7) creative 8) camping
After You Watch A
Review the words in the box and check comprehension. Have students think back to the video as they complete the blanks with the words. AN S WE R KE Y: 1) messy 2) reserved 3) laid back 4) ambitious 5) camping 6) bowling
B
Work with the class as a group to choose the best answers to complete the sentences. 1) the time 2) a while 3) to play 4) often 5) to lose 6) get
AN SW ER K EY :
Communication Link – Make true or false statements about this episode of Good Morning World. Students
must vote whether the statements are true or false. Volunteers then correct the false statements. Example: Kim’s sister is messy. Students: That’s true! Teacher: Kim and her sister don’t do judo. Students: That’s false. Student A: They do judo once in a while.
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City Living – I’m very athletic! Before You Watch A
Read the vocabulary words aloud as students repeat for pronunciation practice. Then ask students to match the words from the box with the pictures. AN SW ER K EY : 1) baseball 2) swimming 3) tennis 4) team
B
Read the additional vocabulary words aloud as students listen and repeat for pronunciation practice. Then ask students to use the words to complete the sentences. AN SW ER K E Y: 1) athletic 2) player 3) competitive 4) team 5) serious
Communication Link – Ask students to list team sports and individual sports on the board. Make a third
column for sports that are both. For example, singles tennis is individual; doubles is a team sport.
While You Watch A
B
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN SW E R KEY: 1) athletic 2) often 3) that often 4) a while 5) a month 6) all the time 7) play 8) competitive Have students read the activity items and answer options. Play the video as many times as needed for students to match the sentence halves. AN SW ER K E Y: 1) d. 2) g. 3) f. 4) b. 5) c. 6) e. 7) a.
Real English: not all that (competititive/serious/good, etc.)
Show the video clip that uses the expression . Explain that people use it as a gentle way of saying something negative. Have pairs of students practice using this phrase to describe a friend who isn’t very good at something. Example: A: How’s Pete? Is he good at sports? B: Well, to tell the truth, he’s not all that athletic. In fact, he’s not good at sports at all.
After You Watch A
Read the underlined Useful Expressions aloud for pronunciation practice. Encourage students to think of how the expressions were used in the video. Note that “Wait a minute” is often used to interrupt a speaker to disagree or add information. “In fact” describes a real situation and can be replaced by “actually”. Have students work in pairs to decide which sentences have the best meanings for the expressions. ANSWER KE Y: 1) a. 2) a. 3) b. 4) a.
B
Students work in pairs to circle the best expressions to complete the sentences. 1) you know 2) wait a minute 3) In fact 4) it’s all about
C
Have students study the Language Link box about verbs with nouns and infinitives. Since it is used in the video, point out the form “go” + verb + “-ing” as in “Sun-hee goes swimming.” Then have students complete the sentences and check answers with a partner. AN SW ER K E Y: 1) to play 2) don’t 3) play 4) plays 5) to have
D
Students use words from the box to complete the story summary. Encourage students to look closely at the words surrounding the blanks before making a choice. AN S WE R KE Y: 1) watching 2) plays 3) swimming 4) competitive 5) wants 6) serious 7) play 8) athletic
AN S WE R KE Y:
Communication Link – Explain that some people brag or say untrue things while other people are modest
about their abilities. Students work in groups of four and take turns saying how good they are at sports. What they say can be true or false, and the others have to decide which it is. Example: A: I’m really good at football. I was the star of the team last year. B: False. You don’t even know the rules of the game!
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Global Viewpoints – Sports and pastimes A Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Note that “hang out” is an informal way of saying that you spend time with friends. Also point out the form “play” + musical instrument. Ask students to look at the words and pictures, and then complete the phrases under the pictures. AN SW ER K E Y: 1) concerts 2) movies 3) snowboard 4) hang out 5) drums 6) piano
While You Watch Before viewing, have students read the activity items and answer options. Answer questions as needed. Then play the video and have students watch and circle the best words to complete the sentences. You may want to pause to give students time to do the activity. AN S WE R K EY: 1) b. 2) a. 3) c. 4) a. 5) b. 6) b. Communication Link – Have students mime popular pastimes. The first person to guess the pastime mimes the
next pastime.
Global Viewpoints – Sports and pastimes B While You Watch A
B
This is a good opportunity to review adverbs of frequency. Make a frequency line going from “never/0% of the time” on one end to “always/100% of the time” on the other end. Add the following words in order underneath from “never” to “always”: “seldom”, “occasionally”, “sometimes”, “often”, “frequently”, and “usually”. Look at the phrases in the right column of the activity and discuss where they would go on the frequency line. Play the video of the interviews. Then have students match the information from the right column by writing the letters in the spaces on the left. You may want to pause or replay to ensure students have time to answer. AN SW ER K EY : 1) b. 2) a. 3) d. 4) c. 5) f. 6) e.
Real English: clear my mind Show the video clip that uses the expression and read the explanation and sample sentence in the student book. Go round the class and ask students for examples of things they do to help clear their minds.
Give students time to read the activity items and answer options. Then have students watch and circle the person who says each line. Check answers by playing the video again and pausing after each line is said. AN S WE R KE Y: 1) b. 2) c. 3) c.
Your View on . . . All About You Have students complete the form with their own information. Review the answers as a class. Answers will vary. Communication Link – Students play “Who is it?” Using the same questions from “Your View on . . . ”, students
circulate and ask another person for the information. They write responses in the margins of their workbook next to the four questions. The only rule is that they cannot provide answers for the same person they interview. (This is to encourage more movement through the class so that people don’t recall pairs that they saw talking.) When everyone has had a chance to collect and give information (about 10 minutes), students take turns describing the sports and pastimes of their classmate without giving a name. The rest of the class has to guess who it is. Example: A: This person is very athletic and likes to play tennis and football. The person also plays piano and goes to the movies twice a week. The person loves tennis, football and watching sports on TV, but hates skiing, snowboarding, and skating. Who is it? B: It’s Carlos! He hates ice and snow.
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Unit 9
Change
LESSON SUMMARY
Topic
: Personal and style changes; jobs; goals and dreams
Language Link : The future with be going to: I’m going to write a book . Video Summary : In Good Morning World, Kim and Jay interview two people who are changing their jobs and their lives. In City Living, Mike tells Takeshi he’s going to change and become rich and famous. Takeshi is skeptical, but asks Mike how he will change. Mike talks about a book he’s going to write. In Global Viewpoints, people talk about ways to change their lives and their plans for the future.
Good Morning World – New beginnings Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Then ask students to use the words from the box to complete the sentences under the pictures. AN S WE R KE Y: 1) good shape 2) lose weight 3) gain weight 4) quit smoking Communication Link – Ask the class the following questions to get student opinions: What habits help you lose
weight? What can one do to get in good shape? What makes people gain weight? How can someone quit smoking? Then discuss the opinions.
While You Watch A
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN SW ER K EY : 1) quit 2) stop writing 3) travel 4) take off 5) going to 6) a year off 7) earn 8) saved
B
Have students read the activity items and answer options. Play the video as many times as needed for students to circle the correct answers. AN S WE R KE Y: 1) c. 2) c. 3) c. 4) b. 5) b. 6) a.
After You Watch A
Have students work in pairs to match the sentence halves to make true sentences about the video. AN SW ER K EY : 1) d. 2) e. 3) c. 4) f. 5) a. 6) b.
B
Review the words in the box and check comprehension. Work with the class as a group to complete the sentences. AN SW ER K EY: 1) changes 2) quit 3) gained 4) losing 5) open 6) writer 7) year off 8) join
Communication Link – Ask each student to write down one change they want to make in their life. Have them
give three reasons why they want the change. Then have students share their information with the class.
City Living – Mike needs a change Before You Watch A
Read the vocabulary words aloud as students repeat for pronunciation practice. Then ask students to match the words from the box with the pictures. AN SW ER K EY : 1) haircut 2) athlete 3) movie star 4) race car
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Communication Link – Students work in pairs, taking turns describing the people in the pictures. The listening
partner points to the person being described. B
Read the vocabulary words aloud as students repeat for pronunciation practice. Then have students use the new words to complete the sentences. AN SW ER K EY : 1) habits 2) quit 3) style 4) life
While You Watch A
B
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN S WE R KE Y: 1) change 2) style 3) really 4) bad habits 5) lazy 6) junk food 7) snow 8) kidding Have students read the activity items and answer options. Play the video as many times as needed for students to match the sentence halves. AN SW ER K E Y: 1) e. 2) d. 3) h. 4) a. 5) f. 6) c. 7) g. 8) b.
Real English: super Show the video clip where Mike uses the expression. Explain that people use “super” as a stronger way of saying “very.” Example: He’s got a super fast sports car. Ask students for any “super cool” things that they have or do.
After You Watch A
Have students act out the dialogs in the Useful Expressions box. Point out that “snowing in July” applies to the Northern Hemisphere, not the Southern Hemisphere. Similar phrases of incredulity include: “Pigs will fly” and “That will be the day.” Then read the underlined expressions aloud for pronunciation practice. Encourage students to think of how the phrases were used in the video. Have students work together to decide which sentences have the best meanings for the expressions. AN SW ER K EY : 1) b. 2) b. 3) a. 4) a.
B
Have students work in pairs to practice the dialogs in Part A and then choose the correct meanings for the expressions used. AN SW ER K EY : 1) b. 2) a. 3) c. 4) a.
C
Have students study the Language Link box about the future with “be going to”. This form is used with predictions or when people already have plans. Note that the phrase “going to go” is sometimes shortened by leaving off the infinitive when it refers to an event in the near future: “I’m going to [go to] Detroit tomorrow.” In this case, “going to” is given the full pronunciation, but usually in informal speech “going to” is shortened to “gonna” when it is followed by the infinitive. Then have students complete the sentences by circling the best answers. AN SW ER K E Y: 1) am going 2) is going 3) am going to go 4) are going to 5) is this book 6) going to
D
Students use words from the box to complete the story summary. Encourage students to look closely at the words surrounding the blanks before making a choice. AN S WE R KE Y: 1) change 2) get 3) quit 4) rich 5) movie 6) write 7) sells 8) starts
Communication Link – Explain the concept of New Year’s resolutions—people make a promise to themselves
to do a specific thing, usually something to better themselves. Students take turns telling what their next New Year’s resolution is going to be. Example: A: I’m going to give up sweets. I’m not going to eat dessert and candy. B: I’m going to study every day, not just before exams.
Global Viewpoints – Making changes Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Point out that “engineer” is used for a person with that career, but “engineering” is the field of work. “Education” can also refer to the field of study that prepares people to be teachers. Ask students to complete the sentences with the new words. AN SW ER K E Y: 1) journalism 2) engineering 3) education 4) engineer
35
While You Watch Before you play the video, have students read the sentences. Remind them to circle “True” only if the statement is completely correct. If it is false, they must listen for Real English: once information to correct it. Play the video once as students choose “True” or “False”. Then play the video again and allow time for students to correct the false sentences. AN SW ER K E Y: Show the video clip where Gian says 1) True 2) True 3) False; Jonathan’s friend is unhappy with her work. “once she stops smoking . . .” and 4) False; Jonathan thinks his friend should go back to college and explain that students can say the finish her education. 5) False; Dave’s friend is studying engineering. phrase this way or by substituting 6) False; Dave thinks his friend should study journalism. 7) True the word “after” for “once.” 8) True 9) False; Woo Sung’s friend works with computers. 10) True Communication Link – Books open. Make a statement about someone in the video using information from the
“While You Watch” activity on page 76. Students scan the activity items to guess who it is. Example: This person’s sister works with computers. Students: It’s Woo Sung!
Global Viewpoints – Goals, plans, and dreams Before You Watch Give students time to read the activity items and answer options. Answer questions as needed. Explain that a “honeymoon” is a trip people take immediately after marriage. Then ask students to work in pairs to match the sentence halves. AN S WE R KE Y: 1) b. 2) c. 3) e. 4) a. 5) d.
While You Watch Give students time to read the activity items and answer options. Then play the video as many times as necessary for them to circle the correct answers. AN SW ER K E Y: 1) finish her Ph.D. dissertation 2) new job 3) New York 4) hospital 5) president 6) months 7) business 8) help people 9) happy
Your View on . . . Change Point out that “short-term” goals pertain to the next few months while “long-term” goals apply to years. Have students complete the form with their own information. Review the answers as a class. Answers will vary. Communication Link – Have students talk about their plans for ten years from now. They should use the phrase
“Ten years from now, I’m going to. . .” to start each statement.
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Unit 10
Your
Health
LESSON SUMMARY
Topic
: Getting sick; how to stay healthy
Language Link : The imperative: Take some vitamin C. Don’t work too hard. Video Summary : In Good Morning World, health expert Dr. Andrew Glass evaluates the hosts and decides Jay is too stressed and makes suggestions for him to reduce stress. In City Living, Takeshi has a bad cold and visits a doctor. The doctor gives him medicine and advice, but Takeshi worries because he has so much to do. The doctor tells him a joke to help him relax. In Global Viewpoints, people talk about their remedies for illness and give their advice about healthy living.
Good Morning World – Stress less Before You Watch Have students read the activity items and answer options. Answer questions as needed. Then have students choose the best words to complete the sentences. Check answers by reading the correct sentences aloud as students listen and repeat for pronunciation practice. AN S WE R KE Y: 1) a. 2) b. 3) b. 4) a. 5) a. 6) b. Communication Link – Ask students what they do when they don’t feel well. Do they go to a doctor? Example:
A: I go to the doctor when I’m really sick, but mostly I just stay home in bed for a day.
While You Watch A
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN SW ER K EY : 1) wrong 2) hurts 3) stressed 4) feel 5) quiet 6) piece 7) deal 8) relax 9) reduce
B
Have students read the activity items and answer options. Play the video as many times as needed for students to match the sentence halves. AN SW E R K EY: 1) c. 2) a. 3) f. 4) d. 5) b. 6) e.
After You Watch A
Review the words in the box and check comprehension. Have students complete the blanks with the words. AN SW ER K EY : 1) sore 2) stomachache 3) hurts 4) stressed 5) stress 6) reduce
B
Work with the class as a group to circle the best words to complete the sentences. 1) be 2) up 3) lift up 4) move 5) sit 6) cup 7) piece 8) more
AN SW E R K EY:
Communication Link – Ask students to work in groups to make a list of what makes them feel stressed and
what they can do to feel better. Have the groups present their information to the class.
City Living – Laughter is the best medicine Before You Watch A
Read the vocabulary words aloud as students repeat for pronunciation practice. Then ask students to match the words from the box with the parts of the body in the pictures. AN SW ER K E Y: 1) knee 2) arm 3) throat 4) finger 37
B
Go over the vocabulary words. Explain that the word “cough” means to suddenly expel air from your lungs. Note that “cold” here is an illness, not temperature. However, “fever” refers to a body temperature that’s higher than normal. Ask students to work in pairs to match the words and meanings. AN SW E R K EY: 1) c. 2) f. 3) e. 4) g. 5) a. 6) b. 7) d.
Communication Link – Ask students to act out or mime an illness without speaking. The rest of the class has
to guess what is wrong. Example: [person grasps throat with a miserable look of pain] Students: Oh, it’s a sore throat. Note: Remember to point out that “throatache” is an incorrect term, unlike “headache” and “earache”.
While You Watch A
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN S WE R K EY: 1) matter 2) well 3) sore 4) cough 5) earache 6) runny 7) energy 8) terrible 9) head cold 10) get worse
B
Before you play the video, have students read the sentences. Remind them to circle “True” only if the statement is completely correct. If it is false, they must listen for information to correct it. Play the video once as students choose “True” or “False”. Then play the video again and allow time for students to correct the false sentences. AN SW ER K E Y: 1) True 2) True 3) False; Takeshi doesn’t have any energy. 4) False; Takeshi has a lot of things to do. 5) True 6) False; The doctor thinks Takeshi should relax to make himself feel better. 7) True 8) False; The doctor tells Takeshi a joke about a man with a broken finger.
Real English: Did you hear the joke/one about . . . Show the video clip where Doctor Nicholson uses the expression. Explain that people use the phrase when they want to tell a joke.
After You Watch A
Have students act out the dialog in the Useful Expressions box. Then read the underlined Useful Expressions aloud for pronunciation practice. Encourage students to think of how the phrases were used in the video. Have students work in pairs to decide which sentence is the best meaning for each expression. AN SW E R K EY: 1) c. 2) d. 3) a. 4) b.
B
Have students work in pairs to complete the dialog using the new expressions. Students may act out the dialog to check their answers. AN SW E R K EY: 1) the matter 2) kind of 3) here 4) in one week
C
Have students study the Language Link box about the imperative. Explain that it is used when one person is speaking to another or to a group, so the unspoken subject is always “you”. Point out that the imperative can sound rude if you are making a request, so you can add “please” to soften it. Example: Shut the door, please. You can also start the sentence with “please”. Example: Please shut the door. Have students complete the sentences by circling the correct forms of the verbs given. AN S WE R KE Y: 1) Take 2) Drink 3) Get 4) Don’t work 5) Take 6) Don’t drive 7) Call 8) Don’t worry
D
Students use words from the box to complete the story summary. Encourage students to look closely at the words surrounding the blanks before making a choice. AN S WE R KE Y: 1) went 2) feel 3) fever 4) head 5) work 6) worried 7) relax 8) told
Communication Link – Students work in small groups. People take turns being the doctor and the patient. The
doctor asks what’s wrong, the patient talks about his or her problems, and then the doctor gives advice. Example: A: So, Mrs. Gomez, what’s the matter? B: I have a bad cough and a runny nose. A: You have a cold. Drink lots of orange juice and get a lot of sleep.
Global Viewpoints – Health problems Before You Watch Read the words in the box aloud as students listen and repeat for pronunciation practice. Have students complete the sentences with the words. Check answers by calling out an activity item number and having a student read the sentence. AN SW ER K EY : 1) allergies 2) flu 3) medications 4) drowsy 5) aspirin 6) remedy 38
Communication Link – Have students work in groups of three or more to write six additional sentences using
the vocabulary words. Have the groups read their sentences or write them on the board. The other groups vote if each sentence is correct. The group with the most number of correct sentences wins.
While You Watch Have students read the activity items and answer options. Play the video as many times as needed for students to match the sentence halves. AN SW ER K EY: 1) b. 2) a. 3) e. 4) d. 5) c.
Real English: stuffy nose/ stuffed (up) . . . Show the video clip where Daniel says this. Explain that a “stuffy nose” is a common way to describe a symptom of the flu.
Global Viewpoints – Staying healthy Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Have students complete the sentences with words from the box. AN SW ER K E Y: 1) smoke 2) fluids 3) asthma
While You Watch Before you play the video, have students read the sentences. Explain that they should write the letter of each statement next to the name of the person who said it. Play the video. You may wish to pause after each person speaks to allow students time to complete the activity. AN S WE R K E Y: 1) c. 2) d. 3) e. 4) a. 5) b.
Your View on . . . Your Health Have students complete the form with their own information. Review the answers as a class. Answers will vary.
Communication Link – Students work in groups of three or four, discussing ways to keep healthy. They plan a poster to show their ideas. (If possible, have the group actually make a poster. If not, have them talk about it and perhaps draw their ideas on the board.) Then groups take turns explaining their poster to the rest of the class. Example: We think exercise is an important way to stay healthy. You don’t have to go to a gym. You can walk, ride bike, or exercise at home. Our poster shows friends walking together. That’s good exercise.
39
Unit 11
That’s
Amazing!
LESSON SUMMARY
Topic
: Comparing past and present achievements; unusual talents
Language Link : Talking about skills and talents with can and could : I can tap dance. Video Summary : In Good Morning World, guests Dana and Pablo show off their special talents. Dana can say “Hello. How are you?” in many languages and Pablo can paint a picture while playing the guitar. In City Living, Sun-hee, Claudia, and Tara discuss past achievements and display their talents now. Tara does a magic trick, then Claudia performs her own kind of magic. In Global Viewpoints, people compare their abilities five years ago with now, then talk about people with special talents.
Good Morning World – You’ve got talent Before You Watch Have students complete the sentences by choosing the best words. Check answers by reading the sentences aloud with the correct answers as students listen and repeat for pronunciation. AN SW E R 1) b. 2) a. 3) b. 4) a. 5) c.
K EY:
Communication Link – Books closed. Read one of the items from “Before You Watch” on page 86 aloud
with either the correct or a false answer for the missing word. Students vote on whether the sentence is correct or incorrect. Continue with the rest of the items.
While You Watch A
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN SW ER K EY : 1) good at 2) so 3) natural 4) reach 5) give up 6) goal 7) curious 8) know how
B
Before you play the video, have students read the sentences. Remind them to circle “True” only if the statement is completely correct. If it is false, they must listen for information to correct it. Play the video as many times as necessary for students to mark the sentences and correct the false ones. AN S WE R KE Y: 1) False; Dana can say “Hello. How are you?” in over 400 languages. 2) True 3) True 4) True 5) False; Pablo paints a picture of Jay.
After You Watch A
Ask students to think back to the video as they match the sentence halves. 4) b. 5) f. 6) d.
B
Have the class work together as a group to circle the best words to complete the sentences. Give answer suggestions as needed. AN SW ER K E Y: 1) can’t 2) how to 3) so 4) because 5) can do 6) know how 7) because 8) a chance
40
AN S WE R KE Y:
1) e. 2) a. 3) c.
City Living – That’s amazing! Before You Watch A
Read the vocabulary words aloud as students repeat for pronunciation practice. Ask if students have ever seen an American quarter. Ask them how big they think it is (about 25 mm). Then ask students to use words from the box to label the pictures. AN S WE R KE Y: 1) magician 2) balance 3) breath 4) quarter 5) rub 6) pat 7) tap dance 8) chess
B
Have students match the sentence halves to make correct sentences. Check answers by reading the correct sentences aloud as students listen and repeat for pronunciation practice. AN SW ER K EY : 1) f. 2) a. 3) d. 4) e. 5) c. 6) b.
Communication Link – Explain to students what a world record is. Ask students how they can find out about
world records. Then ask if they know of any world records. Example: I can search on the Internet for “world records” and find lots of information. One man ate 68 hot dogs in 10 minutes. That’s an interesting record.
While You Watch A
B
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN S WE R KE Y: 1) young 2) big deal 3) could 4) languages 5) by the time 6) can 7) tap dance 8) same time Give students time to read the activity items and answer options. Then play the video as many times as needed to time for students to circle the correct answers. AN SW ER K E Y: 1) a. 2) b. 3) a. 4) b. 5) a. 6) b. 7) a. 8) a.
Real English: Like... Show the video clip where Sun-hee and Claudia say this to Tara. Explain that it is a little sarcastic and expresses disbelief in what someone says. That person often replies by saying “Like . . .” and then gives an example to support the statement. Point out that Tara does this.
After You Watch A
Have students act out the dialogs in the Useful Expressions box. Then read the underlined expressions aloud for pronunciation practice. Encourage students to think of how the phrases were used in the video. Have students work in pairs to decide which sentences have the best meanings for the expressions. AN SW ER K EY : 1) c. 2) d. 3) b. 4) a.
B
Have students circle the correct words to complete the sentences from the video. 1) kidding 2) deal 3) nothing 4) give up
C
Have students study the Language Link box about using “can” and “could” to talk about abilities. Point out that this is a place where English is easy because there’s one form for the present and one form for the past. These forms are the same for all persons (“I”, “he”, “we”, “you”, etc.). However, it is very important to pay attention to tense markers so you know whether to use the past or present form. Ask students to work in pairs to discuss which tense each sentence is in and then choose the best answer to complete it. AN S WE R KE Y: 1) could read 2) could speak 3) can you 4) can hold 5) can tap 6) can pat 7) can do 8) can’t tell
D
Students use words from the box to complete the story summary. Point out that most of the summary is in the past, but the direct quotes are present tense. Have students check their answers with a partner. AN SW ER K EY : 1) reading 2) began 3) could 4) can 5) pat 6) hum 7) quarter 8) didn’t
AN SW ER K E Y:
Communication Link – What unusual things could students do when they were children? Have students
discuss who was the first one in their group to walk, to speak more than one language, to read, to ride a bike, to play a musical instrument, etc. Example: Mai was the first person who could play an instrument. She could play the violin
41
when she was four.
Global Viewpoints – Then and now Before You Watch Read the words in the box aloud as students listen and repeat for pronunciation practice. Have students complete the sentences with the words. Check answers by calling out an activity item number and having a student read his or her answer. AN SW ER K EY : 1) practice 2) program 3) comfortable 4) laps Communication Link – Call out one of the vocabulary words. The first student who can make a correct
sentence with it calls out the next word.
While You Watch Before you play the video, have students read the sentences. Remind them to circle “True” only if the statement is completely correct. If it is false, they must listen for information to correct it. Play the video once as students choose “True” or “False”. Then play the video again and allow time for students to correct the false sentences. AN SW ER K EY : 1) True 2) False; Julianna could speak only Portuguese five years ago. 3) True 4) False; Five years ago, Alyssa didn’t feel comfortable traveling alone. 5) True 6) False; Woo Sung wasn’t able to play sports five years ago. 7) False; Before, Agnes couldn’t swim five laps without stopping. Now she can swim twenty laps without being tired.
Real English: go for . . .
Show the video clip where Agnes says this. This phrase is an informal way of saying “continue” or “keep going.” Example: Peter is a strong runner. He can go for five miles before getting tired. This means the same as Peter can continue/keep going for five miles before getting tired.
Communication Link – What can students do now that they couldn’t do five years ago? Example: Five years
ago, I couldn’t speak English well. Now I can speak pretty well.
Global Viewpoints – Special talents Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Have students complete the sentences with words from the box. AN S WE R KE Y: 1) lift 2) unusual 3) fix 4) sign language 5) cross 6) air-conditioning
While You Watch Before you play the video, ask if students understand “crossed eyes”. Perhaps someone can demonstrate. Explain that students should match the people and the information to make true sentences. Play the video, repeating if necessary to allow students time to complete the activity. AN SW ER K EY : 1) b. 2) d. 3) a. 4) e. 5) f. 6) c.
Your View on . . . That’s Amazing! Have students complete the form with their own information. Review the answers as a class. Answers will vary. Communication Link – Students have a Talent Show. First they work as a group to discuss unusual things they
can do. Not everyone will want to perform, so some people will be the audience. The audience gets to decide which act is the best. The show works best if you play the master/mistress of ceremonies and introduce and talk about each act. Example: Here’s Leo and his magic act. He can make money disappear!
42
Unit 12
The
Movies
LESSON SUMMARY
Topic
: Kinds of movies; movie preferences
Language Link : The present continuous as future: I’m seeing Claudia tonight . Video Summary : In Good Morning World, Kim and Jay welcome film star Zora Jasper to the show to talk about her new movie. In City Living, Mike, Takeshi and Roberto learn that the film they want to see is sold out. They have difficulty agreeing on another movie, but then a phone call changes their plans. In the end, they are able to see their preferred film at a later time. In Global Viewpoints, people talk about their taste in movies.
Good Morning World – Lights, camera, Jay! Before You Watch Have students read the activity items and answer options. Answer questions as needed. Then have students circle the best words to complete the sentences. Check answers by reading the sentences aloud with the correct answers as students listen and repeat. AN SW ER K EY : 1) a. 2) c. 3) a. 4) b. 5) a. 6) c.
While You Watch A
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN SW ER K EY : 1) big fan 2) musicals 3) depends 4) hit 5) acting 6) theater
B
Have students read the activity items and answer options. Play the video as many times as needed for students to match the sentence halves. AN SW E R K EY: 1) c. 2) e. 3) a. 4) d. 5) f. 6) b.
After You Watch A
Review the words in the box and check comprehension. Have students think back to the video to complete the blanks in the sentences. AN SW ER K EY : 1) fan 2) festival 3) action 4) hit 5) extra 6) flop
B
Work with the class as a group to decide the best words to complete each sentence. 1) is starting 2) excited 3) are 4) surprised 5) entertaining 6) embarrassed
AN SW ER K EY :
Communication Link – Ask if students know the term “science fiction”. See if they can give examples of science
fiction movies. Example: Star Wars is my favorite science fiction film of all time.
City Living – It’s sold out! Before You Watch A
Read the types of movies aloud as students repeat for pronunciation practice. Ask students if they can give an example of each type or genre of film. Help as needed. Then ask students to use words from the box to complete the sentences under the pictures. AN SW E R K EY: 1) comedies 2) action 3) horror 4) classic 5) science fiction
43
B
Read the additional vocabulary words in the box aloud as students listen and repeat for pronunciation practice. Ask students to work in pairs to complete the word lists. Encourage them to ask questions if they don’t understand. AN SW ER K EY : 1) monsters 2) bored 3) museums 4) amusing
Communication Link – Brainstorm types or “genres” of movies and list them on the board. Leave the list there
throughout the unit to add other types.
While You Watch A
B
Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN SW ER K E Y: 1) amazed 2) action 3) amusing 4) stand. 5) exciting 6) bored 7) confused 8) agree Have students read the activity items and answer options. Play the video as many times as needed for students to circle the correct answers. AN SW ER K E Y: 1) a. 2) b. 3) a. 4) a. 5) b. 6) a. 7) a. 8) a.
Real English: How about . . . Show the video clip where Takeshi uses the phrase to make a suggestion. Some students will remember the phrase from the Intro book. It’s a useful way to keep a conversation going by asking for the other person’s opinion.
After You Watch A
Read the Useful Expressions aloud for pronunciation practice. Encourage students to think of how they were used in the video, including the tone of voice. Then have students use the expressions to complete the dialogs. Ask pairs of students to practice them aloud. AN SW ER K EY : 1) I can’t stand milk! 2) Not for me. 3) Hang on. 4) That’s it then.
B
Ask students to think about how the expressions in Part A can be used in other dialogs. Then have them circle the correct words to complete the dialog from the video. Check answers by having students act out the dialog. AN SW ER K EY : 1) can’t stand 2) not for me 3) hang on 4) that’s it then
C
Have students study the Language Link box on using the present continuous to talk about future plans. It’s very important to use a future time word at the beginning of a conversation to make it clear that you are referring to the future. Note that in English, the present continuous is not used with stative verbs, or verbs that refer to a state of being such as “want”, “need”, “know”, etc. The verb “be” is also a stative verb. Contrast stative verbs with action verbs such as “make”, “walk”, “play”, etc. It may be useful to make two columns on the board to show the difference. Have pairs of students work together to complete the sentences. Note the use of reduced forms instead of the full verbs such as “am–’m”, and “is–’s”. AN S WE R KE Y: 1) we going 2) I’m meeting 3) We’re going 4) seeing 5) not seeing 6) helping
D
Students use words from the box to complete the story summary. Have students check their answers with a partner. AN SW ER K E Y: 1) went 2) early 3) late 4) busy 5) movie 6) phone call 7) meet 8) seeing
Communication Link – What plans do students have for next weekend? Have them talk about their plans in
groups of three or four. Example: Next weekend I’m meeting my brother. We’re seeing a horror movie.
Global Viewpoints – At the movies A Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Add these movie types to the list on the board from City Living and ask for examples. Ask students what martial arts they know. Elicit examples. Then have students complete the sentences with the words from the box. AN SW E R K EY: 1) foreign 2) rental store 3) genre 4) top-rated 5) sensitive 6) romantic 7) gangster 8) dramatic 9) martial arts Communication Link – What do students think about science fiction (“sci-fi”) films? Do they think that life in
the future or on other planets will be like these movies? Example: A: I like the special effects in sci-fi films. They make it feel real. But I don’t think life is going to be like that.
44
While You Watch Before viewing, ask students to read the activity items and answer options. Then play the video as many times as needed for them to match the sentence halves. AN S WE R KE Y: 1) c. 2) f. 3) b. 4) d. 5) e. 6) a.
Global Viewpoints – At the movies B While You Watch Before viewing, ask students to read the sentences. Remind them to check “True” only if the statement is completely correct. If it is false, they must listen for information to correct it. Play the video once as students choose “True” or “False”. Then play the video again and allow time for students to correct the false sentences. AN SW ER K EY : 1) True 2) False; Dayanne doesn’t like gangster and crime movies. 3) True 4) True 5) False; Dan likes foreign films. 6) True 7) True 8) False; Woo Sung likes watching sci-fi films. 9) False; Jonathan loves getting scared. 10) True 11) False; Agnes thinks Gone With the Wind is romantic.
Real English: sci-fi . . . Show the video clip where Woo Sung says this. This phrase is a short, informal way of saying “science fiction.” In movie rental stores, signs often say “sci-fi” instead of the full name. Ask students for their favorite sci-fi movies or TV programs.
Your View on . . . The Movies Have students complete the form with their own information. Review the answers as a class. Answers will vary. Communication Link – Students have an imaginary television show about movies. They choose a “host” or
“anchor” and several “critics”. Each “critic” has several writers who help write what the critic is going to say. When the class is ready, arrange the room like a television panel show with the host and critics in a semi-circle. The critics argue and give ratings to some recent or other films (e.g. “That’s a five-star film, for sure!”, “James Cameron’s new film is really exciting!”) or answer questions from the “studio audience”(the rest of the class).
45
The World Link Video Worksheets Each World Link Video Course Teacher’s Guide contains 36 photocopiable video worksheets that correspond to the video units. The worksheets are designed to facilitate effective use of the World Link videos in the classroom. There are three worksheets per unit, one for each video segment. The first worksheet focuses on the Good Morning World video segment, the second on the City Living video segment, and the last on the Global Viewpoints segment. The worksheet activities integrate pre-viewing, viewing, and post-viewing activities into complete videobased lessons. Using the Good Morning World Segments The Good Morning World worksheet includes two viewing activities and one communicative activity. They focus on video comprehension by asking students to watch and listen for specific information. Activity formats vary from unit to unit but typically take the form of true/false, multiple choice, circling, checking or sentence completion exercises. They are the final activities on the worksheets in which students can apply in the classroom what they learned in the video. These activities are intended to motivate students to think about the practical applications of the topics and the language presented in the video. The City Living worksheet contains three activity types: pre-viewing, viewing, and post-viewing. They usually take the form of a schema-generating discussion question (“Are you nervous at job interviews? Why or why not? Tell a partner.”), or a brainstorming activity (“Why do people use cell phones so often? List all the reasons you can think of.”). Pre-viewing activities are most effective
46 The World Link Video Worksheets
when presented in class as discussion-generating exercises and sufficient time is allowed for all students to present and discuss their views. They focus on video comprehension. As with Good Morning World, students are asked to watch and listen for specific information. Discussion is invited by having students compare answers with a partner. More involved classroom discussion may be stimulated by asking students to give reasons for their answers. They encourage students to express their personal opinions and reactions to the characters and events in the City Living episode. As with the viewing activities, more elaborate discussion can be encouraged by asking students to provide reasons for their answers. In some cases post-viewing activities can be used as the basis for optional writing assignments. For example, students can be asked to write a paragraph explaining one or all of their answers. The Global Viewpoints worksheet contains two activity types: two viewing activities followed by a communicative activity. Like the viewing activities on the Good Morning World and City Living worksheets, the ones on the Global Viewpoints worksheet typically take the form of true/false, multiple choice, circling, checking or sentence completion activities. The final activity is always a fun or game-like communicative activity designed to stimulate conversation in pairs, groups, or the whole class. Activities often take the form of opinion surveys and discussions that involve students in sharing personal experiences, ideas, and feelings related to the themes explored in the unit.
World Link 1 Video Worksheet
Unit 1
Name:
Date:
Good Morning World – Have we met?
√ 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Jay Jones and Kim Kimal are the hosts of Good Morning World . Jay says that Natalie is a very nice girl. Jay says that the intern is short and slim. Jay says that the intern lives in the city with two of her friends. Jay says that the intern speaks three languages. The intern has black hair and blue eyes. Natalie is a hairstylist. Natalie is tall and has red hair. The intern’s name is Adrian. Jay says that the new intern is very nice.
√ 1. Are Jay and Kim students? 2. Does Jay have red hair? 3. Does Kim have black hair? 4. Does Jay know Natalie? 5. Is Natalie short? 6. Does Natalie live in the city with two friends? 7. Does the new intern have blond hair and blue eyes? 8. Is Natalie tall with gray hair? 9. Is the intern’s name Adrian?
Yes [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
No [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
What do you do?
Where do you live?
What do you do on the weekend?
What are your interests?
47
World Link 1 Video Worksheet
Unit 1
Name:
Date:
City Living – Sun-hee’s favorite cousin
√ 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Sun-hee plans to meet her cousin at the airport. Professor Albee asks Sun-hee to teach a class from three to four p.m. Sun-hee agrees to teach Ms. Leska’s class. Sun-hee asks Tara to meet her cousin. Sun-hee tells Tara that her cousin wears big glasses. Sun-hee’s cousin does not speak English. When Sun-hee gets home, Tara and Jung-hoon are there. Sun-hee thinks Jung-hoon looks the same as always. Jung-hoon goes to the gym every day. Tara used a sign to find Jung-hoon.
True [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
False [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Tara: Jung-hoon: Tara: Jung-hoon: Tara: Jung-hoon: Tara: Jung-hoon:
48
Unit 1
World Link 1 Video Worksheet Name:
Date:
Global Viewpoints – Describing yourself and others
1. Nick is 2. Woo Sung speaks 3. Natalie is 4. Dayanne is not 5. Dan is 6. Dan has 7. Kevin’s sister is 8. Dayanne’s friend looks like 9. Woo Sung’s parents are 10. Natalie’s daughter has
Antonio Banderas. a reporter at a television station. curly black hair. English, Korean, and French. very tall or skinny. a muscular build and short blond hair. 23 years old. short, muscular, and tan. short. 28 years old and works at a hospital.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
(a) (b) (c) (d) (e) (f) (g) (h) (i) (j)
Nick speaks . Woo Sung is a . Natalie is years old. Dayanne has brown eyes and hair. Dan is from . Dan is pretty . Kevin has eyes. Dayanne’s friend is than Antonio Banderas. Woo Sung looks like his Natalie’s daughter has hair.
Celebrity
Description
49
World Link 1 Video Worksheet
Unit 2
Name:
Date:
Good Morning World – More than words
√ 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
excited happy sad confused relaxed angry hungry stressed bored nervous
[ [ [ [ [ [ [ [ [ [
] ] ] ] ] ] ] ] ] ]
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Kim: Jay: Kim: Jay: Kim: Jay: Jay: Kim: Jay: Kim:
“It sounds like Jay excited.” “You are the champion of the Jones Family Charades Contest.” “…how do you show that you are excited that Shalia is today?” “Rashid is something.” “No, he is telling us he’s .” “You are Kim.” “Now you are .” “Hey, got one right!” “And now he’s smiling at .” “I think he’s a little .”
angry bored cold confused embarrassed excited
50
happy hot hungry relaxed sad thirsty
World Link 1 Video Worksheet
Unit 2
Name:
Date:
City Living – An important rule for traveling
Before a trip, I…
Before a trip, my partner…
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Takeshi: Claudia: Tara: Claudia: Claudia: Takeshi: Tara: Takeshi: Takeshi: Claudia:
“In Japan, you bow when you people.” “Takeshi is teaching me traditional Japanese for my trip…” “Your Japan?” “I have a big meeting in Tokyo in .” “I’m kind of worried about .” “Always use when you give a person your business card.” “Hey! That looks really , Claudia.” “And remember, use your finger to point.” “In Japan, for luck, you three times and nod your head.” “Hey, they do that in Japan!”
√) 1. 2. 3. 4.
Claudia thinks Takeshi is a bad teacher. Claudia thinks Takeshi is a very good teacher. Claudia is joking. Claudia is mad at Takeshi.
True [ ] [ ] [ ] [ ]
False [ ] [ ] [ ] [ ]
World Link 1 Video Worksheet
Unit 2
Name:
Date:
Global Viewpoints – Feelings and emotions / Greetings around the world
1.
Dave
(a) sometimes gets stressed at the office.
2.
Natalie
(b) eats a lot and yells at people when she is angry.
3.
Dayanne
(c) gets stressed because of school.
4.
Alyssa
(d) takes her dog to the park when she is stressed.
5.
Agnes
(e) likes to be alone when she is angry.
6.
Jennifer
(f) is happy when she goes to the beach.
√ 1. 2. 3. 4. 5. 6. 7. 8.
People in the Philippines greet their elders by kissing their cheeks. Waving is a common greeting in the Philippines. When Brazilians greet friends, they give them a big hug. People in Brazil sometimes greet friends with two kisses on their cheeks. Bowing is a polite gesture in Japan. Shaking hands is very common in Japan. People in Senegal greet people by shaking hands or hugging. Kissing is a common greeting in Senegal.
Question 1.
What makes you happy?
2.
What do you do when you’re happy?
3.
What do you do when you’re angry?
4.
What makes you stressed?
5.
What do you do when you’re nervous?
6.
What do you do when you’re sad?
7.
What makes you frustrated?
8.
What do you do when a friend is sad?
9.
What do you do when a family member is angry?
10. What do you do when a friend is stressed?
Name
Answer
World Link 1 Video Worksheet
Unit 3
Name:
Date:
Good Morning World – Food for naught
1. 2. 3. 4. 5. 6. 7. 8. 9.
Jay / Kim / Chef Tony Jay / Kim / Chef Tony Jay / Kim / Chef Tony Jay / Kim / Chef Tony Jay / Kim / Chef Tony Jay / Kim / Chef Tony Jay / Kim / Chef Tony Jay / Kim / Chef Tony Jay / Kim / Chef Tony
1. 2. 3. 4. 5. 6.
“There are two things that I really don’t like to do.” “He tells us how we can use any food we have at home.” “What can we make and what do we need?” “Apple. Banana. Grapes. Tomato. Lettuce.” “No, there aren’t any carrots…” “You can add yogurt to the fruit salad for flavor.” “Do we have any onions?” “No, there aren’t any onions…” “You can have some of my healthy tofu stir fry.“
Two things that Jay does not like to do are _____________ and _____________. (a) go to the shopping mall; eat healthy food (b) go grocery shopping; spend money Chef Tony tells us how we can make delicious meals and spend _____________. (a) more money at the shopping center (b) less money at the grocery store There aren’t any _____________. (a) carrots (b) grapes Chef Tony puts _____________ in the “Healthy Food” group. (a) yogurt, rice, and tofu (b) an apple, lettuce, and a cake Two things that they need are _____________ and _____________. (a) carrots; onions (b) onions; lettuce Chef Tony puts the _____________ in the trash. (a) organic food (b) junk food
Find someone who…
Name
has a bunch of carrots at home. has a box of cereal at home. has three potatoes at home. does not have any tomatoes at home. has some lettuce at home. does not have any junk food at home. has a lot of organic food at home. 53
World Link 1 Video Worksheet
Unit 3
Name:
Date:
City Living – Do we need anything?
My five favorite foods: 1. 2. 3. 4. 5.
1.
Mike calls Takeshi from
(a)
eggs.
2.
Takeshi says they need some
(b)
fruit and vegetables.
3.
Takeshi tells Mike to get a pound of
(c)
hamburgers.
4.
Takeshi says they don’t need any
(d)
rice.
5.
Mike says they don’t need any
(e)
the supermarket.
6.
Takeshi tells Mike to get only two
(f)
a great memory.
7.
Takeshi tells Mike that there isn’t much
(g)
his keys.
8.
Mike tells Takeshi he has
(h)
lettuce.
9.
Mike calls Takeshi because he can’t find
(i)
his wallet.
(j)
carrots.
10. Takeshi leaves the apartment and forgets to take
√ 1. 2. 3. 4. 5. 6.
54
Mike has a good memory. Mike needs a list for grocery shopping. Takeshi has a good memory. Takeshi needs to help Mike. My own memory is pretty good. I always make a list for grocery shopping.
I agree [ ] [ ] [ ] [ ] [ ] [ ]
I disagree [ ] [ ] [ ] [ ] [ ] [ ]
World Link 1 Video Worksheet
Unit 3
Name:
Date:
Global Viewpoints – Grocery shopping / At the mall
1.
Alyssa
(a) “I buy a lot of meat, a lot of cheese, and grab some eggs.”
2.
Miyuki
(b) “I normally buy fruits, vegetables, some deli meats. . .”
3.
Kevin
(c) “In my refrigerator, I have a bottle of orange juice. . .”
4.
Dayanne
(d) “My refrigerator is empty. Not even ice cubes.”
5.
Jennifer
(e) “I’m vegetarian, so I never buy meat.”
1. There aren’t many stores in Dennis’s neighborhood mall. 2. Dennis’s neighborhood mall has a supermarket. 3. There are restaurants in the mall near Jennifer’s neighborhood. 4. There’s a stationery store in the mall near Jennifer’s neighborhood. 5. Senegal does not have big shopping malls. 6. Agnes goes shopping in a big shopping mall.
True / False True / False True / False True / False True / False True / False
Reporter: Do you like to go shopping for food? Why or why not? Shopper: Reporter: Where do you usually shop for food? Shopper: Reporter: How often do you usually shop for food? Shopper: Reporter: Do you like to go shopping for clothes? Why or why not? Shopper: Reporter: Where do you usually shop for clothes? Shopper: Reporter: Do you buy clothes on the Internet? Why or why not? Shopper: Reporter: What’s your favorite store? Why? Shopper:
55
World Link 1 Video Worksheet
Unit 4
Name:
Date:
Good Morning World – Kim in flight
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Kim is going on vacation to Costa Rica. Jay is very excited about Kim’s vacation. Kim does not have her passport. Kim has her plane ticket. Kim does not have her credit card. Kim says that the suitcase is not hers. The suitcase is Jay’s. It belongs to him. Jay says that in Costa Rica there are cloudy skies and chilly temperatures during the day. Jay thinks that Kim should take a sweater. Kim hates to fly.
√ 1.
2.
√
What does Kim do to get ready for her trip? [ ] (a) She gets her passport. [ ] (b) She buys a plane ticket. [ ] (c) She gets her credit card. [ ] (d) She shops online. [ ] (e) She packs her suitcase. [ ] (f) She has cash, a guidebook, and a camera. [ ] (g) She goes shopping at the mall. What advice does Jay give Kim? [ ] (a) He says she needs a credit card. [ ] (b) He doesn’t think she should drive. [ ] (c) He says she needs cash. [ ] (d) He says she needs a guidebook to go sightseeing. [ ] (e) He thinks she should take a sweater. [ ] (f) He thinks she should pack prepared food. [ ] (g) He says it can be windy in Costa Rica.
This
belongs to
These
belong to
It is
my
They are
your his her
56
World Link 1 Video Worksheet Name:
Unit 4 Date:
City Living – Another souvenir?
What souvenirs do you buy?
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
For whom?
Roberto says Mexico City is sometimes chilly . Roberto is going to a in Mexico City. Roberto is taking gifts for his . Roberto is going to give a to his niece Maria. The Statue of Liberty figure belongs to . Mike suggests a for Roberto’s father. Mike asks Roberto whether he has his plane ticket and . Roberto’s is in his briefcase. The teddy bear was a present to Roberto from . Roberto always takes his with him when he travels.
1.
Where do you usually go on vacation?
2.
When do you usually travel? Summer? Winter?
3.
How do you usually get there? Bus? Plane? Train?
4.
What kinds of things do you do to prepare?
5.
What items do you always take with you?
6.
What are your favorite things to do on vacation?
57
World Link 1 Video Worksheet
Unit 4
Name:
Date:
Global Viewpoints – The weather / What should I do?
√ 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
False [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
(a) (d) 1. 2. 3. 4.
Jennifer says it’s usually hot and sunny in her hometown. Jennifer says that sometimes it snows in her hometown. Dan says that the weather in central Texas is very hot. Dan says there are a lot of snowstorms in central Texas. Dayanne says there are basically two seasons in Brazil. Dayanne says that in Brazil, it’s very cold in the winter. There are four seasons where Alyssa lives. Alyssa says she really likes the winter. Daniel says that it’s warm all year round in Jamaica. Daniel’s favorite season is summer.
True [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
visit the Everglades eat beef in a restaurant Brazil Texas Florida Argentina
(b) see waterfalls and glaciers (e) visit San Antonio
(c) watch a tango performance (f) visit the beaches
What should they bring? What should they visit?
58
What should they eat?
What should they do ?
World Link 1 Video Worksheet
Unit 5
Name:
Date:
Good Morning World – Exploring heroes
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Jay / Kim / Blas Kubik Jay / Kim / Blas Kubik Jay / Kim / Blas Kubik Jay / Kim / Blas Kubik Jay / Kim / Blas Kubik Jay / Kim / Blas Kubik Jay / Kim / Blas Kubik Jay / Kim / Blas Kubik Jay / Kim / Blas Kubik Jay / Kim / Blas Kubik
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
“He is a traveler, an explorer, a photographer, a writer…” “I wanted to learn everything about the places we visited.” “Were you born in Brazil?” “My father was my hero.” “Is it dangerous to be an explorer and a photographer?” “I wasn’t even working!” “Being an explorer is the scariest job in the world!” “Sorry, but I disagree.” “We are looking forward to reading your book…” “Let me work with you.”
Blas Kubik is a traveler, an explorer, a photographer, a writer, and a . Blas’s mother was . Blas was born in . Blas’s was his hero. A Bornean clouded leopard Blas. A grizzly bear chased Blas when he was . Jay says that Blas is so . Jay thinks that being is the scariest job in the world. Blas says that you have to be very brave to be the father of . Jay thinks that Blas Kubik is his .
ambassador photographer admired visited afraid lucky
explorer picture chased wanted brave scariest
hero traveler disagree was dangerous
59
World Link 1 Video Worksheet
Unit 5
Name:
Date:
City Living – Our heroes
Who do you admire?
Why?
Who does your partner admire?
Why?
√) the Claudia’s hero 1. 2. 3. 4. 5. 6. 7. Sun-hee’s hero 8. 9. 10. 11. 12. 13. 14.
Her name is Rigoberta Menchu. She was born in Mexico. She is a human rights activist in Latin America. She won the Nobel Peace Prize in 1982. She risked her life to help her people. She is still working for social change. She is not a leader. Her name is Jung-hee Kang. She died ten years ago. She was a successful entrepreneur. She lived in the same place all of her life. She always helped people who needed it. She was famous. She was Sun-hee’s aunt.
1. 2. 3. 4. 5. 6.
60
Rigoberta Menchu is a hero. Sun-hee’s grandmother is a hero. Heroes help people. Heroes must be famous. Heroes must be strong and brave. Everyone needs a personal hero.
I agree / I disagree I agree / I disagree I agree / I disagree I agree / I disagree I agree / I disagree I agree / I disagree
World Link 1 Video Worksheet
Unit 5
Name:
Date:
Global Viewpoints – Who do you admire?
1. 2. 3. 4. 5. 6. 7. 8. 9.
Alyssa Agnes Daniel Jonathan Gian Malinda Dayanne Catherine Dan
(a) (b) (c) (d) (e) (f) (g) (h) (i)
Bob Marley because he brought reggae to the world. Martin Luther King Jr. because he stood up for his beliefs. her mom because she’s brave, persistent, and strong. his grandmother because she was strong and worked hard. Mahatma Gandhi because he fought for peace. his father because he worked hard for his family. her grandmother because she’s very brave and intelligent. her friend Kate because she’s strong and brave. her friend Abby because she’s brave and helps other people.
√ 1. Alyssa admires John F. Kennedy Jr. 2. Agnes admires Mother Teresa. 3. Daniel admires the singer Bob Marley. 4. Jonathan admires his mother because she works hard. 5. Gian admires her friend Kate because she is strong and brave. 6. Malinda’s hero is her friend Abby because she helps people. 7. Dayanne admires her mom because she is a singer. 8. Catherine’s hero is her grandfather. 9. Dan admires his grandmother because she was strong.
True [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
False [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Reporter:
Who do you admire?
Student: Reporter:
Is he/she still alive?
Student: Reporter:
Where is he/she from?
Student: Reporter:
What did he/she do?
Student: Reporter:
Was he/she famous?
Student: Reporter:
Why do you admire him/her?
Student:
World Link 1 Video Worksheet Name:
Unit 6 Date:
Good Morning World – Keep in mind
√ 1. 2. 3. 4. 5. 6. 7. 8.
1. 2. 3. 4.
5.
6.
Kim thinks she forgot to turn off the coffee pot in her apartment. Jay has a good memory for names. On Jay’s first morning as host of Good Morning World he woke up at 6:00. Kim thinks that Jay has a good memory because he never changes. Jay can’t remember who the guest was on his first day at Good Morning World . Jay forgot Kim’s birthday. Kim remembered Rashid’s birthday. Kim and Rashid have the same birthday.
Does Kim forget things? (a) Yes, every day she forgets to do something. (b) No, she has a great memory. Does Jay forget things? (a) Yes, he says he has a bad memory. (b) No, he says he never forgets anything. What does Jay remember well? (a) He has a good memory for names. (b) He is very good at remembering the past. What did Jay do on his first morning as host of Good Morning World ? (a) He woke up at 5:00, went jogging in the (b) He woke up at 6:00, went jogging in the neighborhood, and read the newspaper. neighborhood, and watched the news on TV. What did Kim tell Jay at noon the day before yesterday? (a) She said that the day after tomorrow (b) She said that the day before is her birthday. yesterday was her birthday. Did Jay remember Kim’s birthday? (a) Yes, he remembered, but he forgot Rashid’s. (b) No, he forgot her birthday.
1. 2. 3. 4. 5.
World Link 1 Video Worksheet
Unit 6
Name:
Date:
City Living – Roberto’s strange dream
1. 2. 3. 4. 5. 6. 7. 8.
Roberto tells Claudia about a dream he had In the dream it was daytime, and Roberto was wearing He stopped a man and asked him where to buy The man reminded Roberto of The man gave Roberto Then the man shook Roberto’s Then the man began to dance like After Roberto describes his dream, Claudia shows him
(a) (b) (c) (d) (e) (f) (g) (h)
two tickets for the ballet. a ticket. pajamas. a ballet dancer. Mike. a hug. hand. last night.
I…
My partner…
1.
Dreams can show us the future.
agree / disagree
agrees / disagrees
2.
Dreams are related to real events in your life.
agree / disagree
agrees / disagrees
3.
Dreams have no meaning at all.
agree / disagree
agrees / disagrees
4.
Dreams are very important.
agree / disagree
agrees / disagrees
63
World Link 1 Video Worksheet
Unit 6
Name:
Date:
Global Viewpoints – How’s your memory? / Strange dreams
1. 2. 3. 4. 5. 6. 7 8. 9.
Agnes has a very good memory for faces, images, and drawings. Agnes remembers numbers very well. Alyssa can remember people’s names. Alyssa can usually remember telephone numbers. Daniel has a bad memory for numbers. Daniel has a good memory for foreign languages. Gian uses people’s characteristics to remind her of their names. Sometimes Dan has problems remembering numbers. If Dan can’t remember a name, he says “Hey Bro.” or “Hey Sis.”
True / False True / False True / False True / False True / False True / False True / False True / False True / False
1. 2. 3. 4. 5. 6. 7. 8. 9.
Dave dreamed that he swam to Europe and bought . Malinda dreamed that she was lost in a desert and forgot where she was. When Malinda woke up, she was very . Alyssa had a dream about who lives far away from her. When Alyssa woke up, she felt . Woo Sung had a dream that were chasing him. Woo Sung’s dream was . Dan dreamed that a bird ate him. Dan’s dream was .
What were you wearing?
Who was there?
What happened?
When did you have your dream?
64
World Link 1 Video Worksheet
Unit 7
Name:
Date:
Good Morning World – Our kind of town
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Kim and Jay are across from the Good Morning World studios. Jay says there are many things about the city that are difficult. Jun says that there are a lot of things to do in the city. Jun takes public transportation to work. Jay drives to work in his car. Jay says that riding a bike is affordable transportation. There is a grocery store behind Jun’s apartment. Carmen does not like the heavy traffic in the city. Carmen thinks that the city is not polluted. Kim tells Jay to go to a pollution-free health club.
1.
How many nail salons are across from the Good Morning (a) There are three nail salons. (b) 2. How much exercise does Jay say he needs? (a) He needs a lot of exercise. (b) 3. Where does Jun live? (a) He lives in the city. (b) 4. What form of transportation does Jun take to work? (a) He takes the bus. (b) 5. What form of transportation does Jay take to work? (a) He takes the train. (b) 6. Why doesn’t Carmen ride a bike to work? (a) She says that winters are too cold to (b) ride a bike and the city is pretty polluted.
True / False True / False True / False True / False True / False True / False True / False True / False True / False True / False
World studios? There are two nail salons. He doesn’t need much exercise. He lives in a town next to the city. He takes the train. He rides his bike. She says that summers are too hot to ride a bike and the city has a lot of pollution.
1.
What is your favorite city?
2.
What do you like about the city?
3.
What is the weather like there?
4.
What forms of transportation are in the city?
5.
What do you like to do in the city?
6.
How many parks are there?
7.
How much pollution is there? 65
World Link 1 Video Worksheet
Unit 7
Name:
Date:
City Living – You can’t miss it!
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Claudia wants Tara and Sun-hee to meet her at . Giovanni’s is on Street. Claudia tells Tara and Sun-hee to take . Sun-hee they can find Giovanni’s by themselves. It is outside. The man they ask Giovanni’s. The man says that Giovanni’s is . The man’s directions Tara and Sun-hee. Sun-hee and Tara take a to the restaurant. Giovanni’s is across the street from the .
lost the note raining outside restaurant Tara: Sun-hee: Claudia: Sun-hee: Claudia: Tara: Claudia: Sun-hee: Tara: Claudia:
66
ask for directions take a taxi hungry
late take the subway man on the street
World Link 1 Video Worksheet
Unit 7
Name:
Date:
Global Viewpoints – In my neighborhood / Cities and towns
1. 2. 3. 4.
Natalie: Daniel: Kevin: Agnes:
a clothing store a supermarket pizza restaurants a post office
a nightclub a post office Chinese restaurants little shops
a pharmacy a train station banks restaurants
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
a pizza shop a movie theater laundromats a bakery
Gian is from a small town in South Dakota. Gian’s town has almost no pollution. The cost of living in Gian’s town is very high. Miyuki says food is expensive in Tokyo. Miyuki says that the subway system in Tokyo is organized. Miyuki thinks it’s difficult to get around in Tokyo. Dave thinks Mexico City is scary. Dave doesn’t like Mexico City. Dayanne thinks living in São Paulo is expensive. Dayanne would like to live in the countryside.
True / False True / False True / False True / False True / False True / False True / False True / False True / False True / False
Who lives near…
Name
a bank a supermarket a train station a post office a pizza shop a laundromat a Chinese restaurant a pharmacy a subway stop a mall
67
World Link 1 Video Worksheet
Unit 8
Name:
Date:
Good Morning World – In to win
√ 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
[ [ [ [ [ [ [ [ [ [
] ] ] ] ] ] ] ] ] ]
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
ping pong tennis badminton volleyball judo soccer camping baseball yoga bowling
Kim: Kim: Jay: Kim: Kim: Jay: Kim: Jay: Jay: Kim:
“My arm is sore.” “I don’t like to lose, but I’m not .” “How often do you and your sister play ?” “We play Sunday.” “And we do judo.” “Judo? Well that is !” “Sadie and I to play sports.” “I know! You can go !” “...but one thing I to do is go bowling.” “Bowling. ”
Find someone who… loves sports hates sports is competitive is laid back goes camping once in a while does yoga several times a week hardly ever goes swimming plays video games all the time
68
Name
World Link 1 Video Worksheet
Unit 8
Name:
Date:
City Living – I’m very athletic!
√ 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Claudia plays baseball five or six times a year. Claudia says that she is athletic. Sun-hee goes swimming once a month. Sun-hee plays tennis every week. Roberto is on a tennis team. Claudia likes to play sports with Roberto often. Sun-hee is not very competitiv competitive. e. The young man invites Claudia and Sun-hee to play. Claudia says she and Sun-hee are not very athletic. Claudia tells the young man she never plays baseball.
True [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
False [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Question
Answer
1. Is Claudia is very athletic?
Yes / No
2. Is Sun-hee very athletic?
Yes / No
3. Is Roberto very athletic?
Yes / No
Why or why not?
69
World Link 1 Video Worksheet
Unit 8
Name:
Date:
Global Viewpoints – Sports and pastimes
1. Dan 2. Dayanne 3. Jonathan 4. Miyuki 5. Daniel 6. Agnes 7. Alyssa 8. Woo Sung 9. Gian
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
(a) going to a coffee shop to hang out with friends (b) swimming (c) going to the gym (d) hanging out with friends and going to the movies (e) playing basketball, tennis, and football (f) snowboarding (g) playing drums (h) playing basketball (i) playing the piano, going to concerts, and hiking
One of Dan’ Dan’ss favorite pastimes is to go to the . Dayanne goes to the movies at least a month. Jonathan’ss favorite pastime is playing . Jonathan’ Miyuki likes to hang out with friends at a . When Daniel is on vacation, he goes every day. Agnes goes to a twice a week. When it’ it’ss nice outside, Alyssa likes to go . Woo Sung plays basketball twice a . When Gian plays basketball, she plays really strong . Jennifer prefers .
1.
What is your favorite sport? Why?
2.
What sports do you like to play or watch?
3.
How often do you play or watch sports?
4.
What is your favorite pastime? Why?
5.
What other pastimes do you have?
6.
How often do you do them?
70
World Link 1 Video Worksheet
Unit 9
Name:
Date:
Good Morning World – New beginnings
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Jay / Kim / Vincent Jay / Vincent / Kim Kim / Sofia / Jay Vincent / Jay / Sofia Jay / Vincent / Kim Kim / Jay / Sofia Vincent / Sofia / Kim Jay / Sofia / Vincent Kim / Vincent / Jay Jay / Sofia / Kim
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
“What is something you would like to change in your life?” “I gained weight, and I started smoking.” “What are you going to do next?” “…but I am about to do something I really want to do!” “You’re “Y ou’re going to do a great job!” “Do you mean you are going to travel around the world?” “I am going to take off on a trip next month...” “I’d like to be a world traveler.” “I’m sorry, but like you said: change is hard.” “Coming up next, a monkey that makes more money than we do!”
Jay would like to change his toothbrush. Jay says that he is out of shape. Vincent quit smoking two weeks ago. Vincent is going to open his own Mexican restaurant. Kim loves Italian food. Jay thinks that eating Italian food is a good way to lose weight. Sofia is going to travel around the world. Sofia is not going to take a year off from working. Jay says that he would like to be a world traveler. Kim would like to own a restaurant.
True / False True / False True / False True / False True / False True / False True / False True / False True / False True / False
Do you like…? Would you like…?
I’m (not) going to… You’re (not going to)
tomorrow this summer next month / year / summer
make more money earn money apply for a job
be in good / bad shape quit smoking travel
become get ready take (time) off
World Link 1 Video Worksheet
Unit 9
Name:
Date:
City Living – Mike needs a change
My bad habits
My partner’s bad habits
1.
1.
2.
2.
3.
3.
4.
4.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
How to change them
Mike: Mike: Takeshi: Mike: Roberto: Mike: Roberto: Takeshi: Mike: Mike:
“I’m thinking, I need a .” “I’m going to change my .” “That’s a change.” “You know, I mean, sometimes I’m .” “Claudia told me she wants to change her , too.” “Really? Does she have a lot of ?” “She’s going to visit her family in Brazil next .” “You’re going to be ?” “I’m going to that sells a million copies.” “…it starts with a guy that wants to get a .”
1.
Is it a good idea for Mike to change his life? Why or why not?
2.
What things will be easy for Mike to change? What things will be difficult?
3.
Do you think Mike will be rich and famous in the future? Why or why not?
4.
Is it a good idea for Claudia to change her life? Why or why not?
5.
Do you think Claudia will find a job that lets her travel a lot? Why or why not?
World Link 1 Video Worksheet
Unit 9
Name:
Date:
Global Viewpoints – Making changes / Goals, plans, and dreams
1. 2. 3. 4. 5. 6. 7. 8.
Gian’s friend would like to Gian’s Jonathan’ss friend is Jonathan’ Jonathan thinks his friend should Dave thinks his friend should Dayanne’s sister wants to Dayanne thinks her sister should Woo Sung’ Sung’ss friend works Woo Sung’ Sung’ss friend wants to
come and live with her her.. go back to college. be a rock star. stop smoking and start going to the gym. leave engineering and study journalism journalism.. unhappy with her work. find another job. with computers.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
(a) (b) (c) (d) (e) (f ) (g) (h)
Agnes’s goal is to . Agnes’s Gian’ss short-term goal is to find a new . Gian’ Miyuki would like to start a career in . When Dan finishes finishes his his training, training, he would like to work in a . Jennifer would like to be the of a company. Catherine is getting married in about three . Catherine and Paul want to go on a honeymoon to the . home . Julianna’s biggest dream is to own her own home Dayanne’s main goal is to in developing countries. Jonathan says he’s he’s not very picky, picky, he just wants to be .
My future Short-term plans
Long-term goals
Dreams
73
World Link 1 Video Worksheet Name:
Unit 10 Date:
Good Morning World – Stress less
√ 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Jay feels happy, healthy, and full of energy energy.. Dr.. Glass is going to share advice on how to feel stressed. Dr Dr.. Glass tells Kim that she looks very relaxed. Dr Dr.. Glass asks Jay if he has a backache. Dr Jay says that his neck hurts a little. Dr.. Glass says to Jay “Ah-ha! You are relaxed.” Dr Whenever Dr Dr.. Glass feels stressed, he sits and drinks a cup of coffee. When Kim feels stressed, she eats a piece of chocolate. Dr.. Glass says “When you deal with stress now, you have more energy later.” Dr Dr.. Glass tells Jay to go get some coffee and eat some ice cream. Dr
“Move your head in circles.” “Relax!” “Be quiet!” “Lift up your arms.” “Please sit down.” “Tell “T ell me what’ what’ss wrong.” “Stand up.” “Eat some chocolate!” “Get some tea!” “Lift up your right leg.”
74
1. When I’m stressed, …
When my partner is stressed, …
2. When I can’t sleep, …
When my partner can’t sleep, …
3. When I have a lot of energy energy,, …
When my partner has a lot of energy energy,, …
4. When I am low on energy energy,, …
When my partner is low on energy energy,, …
5. When I feel relaxed, …
When my partner feels relaxed, …
Unit 10
World Link 1 Video Worksheet Name:
Date:
City Living – Laughter is the best medicine
√) 1.
2.
What symptoms does Takeshi have? [ ] (a) a sore throat [ ] (c) a stomachache [ ] (e) an earache [ ] (g) a headache [ ] (i) no energy What advice does the doctor give Takeshi? [ ] (a) take vitamin C [ ] (c) eat more fruit [ ] (e) relax [ ] (g) exercise more [ ] (i) take cold medicine
[ [ [ [
] ] ] ]
(b) (d) (f) (h)
fever a cough a runny nose a sore foot
[ [ [ [
] ] ] ]
(b) (d) (f) (h)
drink lots of water get some sleep take a hot bath don’t work too hard
1. Did you understand the doctor’s joke? 2. Did you think it was funny? Why or why not?
3. Do you know any jokes? 4. What are they about? 5. Do you like to tell jokes? Why or why not?
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World Link 1 Video Worksheet
Unit 10
Name:
Date:
Global Viewpoints – Health problems / Staying healthy
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
1. 2. 3. 4. 5.
When Agnes gets sick, she usually medications. Agnes says that tea with lemon is a good home remedy for a cold. When Daniel has the flu, he has a stuffy nose and a sore . Daniel usually takes an . Alyssa gets lots of when she feels sick. When Alyssa feels sick, she drinks and takes cough medicine. Jonathan has very bad . Jonathan’s allergy medicine makes him feel . When Dayanne’s back hurts, she . At yoga class, Dayanne .
Kumiko Jennifer Dave Daniel Dayanne
(a) (b) (c) (d) (e)
“Drink a lot of fluids, get a good night’s rest, and exercise regularly.” “Don’t smoke, eat well, and exercise.” “I don’t do exercise, but you really should exercise every day.” “I go to the gym, I exercise, and I try to eat good foods.” “To stay healthy, you must drink a lot of orange juice, wash your hands, and eat right.”
Name 1. 2. 3. 4. 5.
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Advice for staying healthy
World Link 1 Video Worksheet
Unit 11
Name:
Date:
Good Morning World – You’ve got talent
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
“Do you have any , Jay?” “I have my own television show. I call that pretty .” “No, I mean something you do that most people can’t do. ” “... is easy, so let’s think of something harder.” “You Tagalog very well!” “We visited many countries, so I learned a lot of that way.” “Jayish? Hmm, I .” “…you are one language closer to your .” “ you show everyone your painting?” “He has a chance to be .”
1.
2. 3.
4.
5.
6.
Kim: Jay: Kim: Kim: Kim: Dana: Dana: Jay: Kim: Jay:
What is Dana’s talent? (a) She can read in over 100 languages. Can Dana speak Tagalog? (a) Yes, Kim says she speaks Tagalog very well. Why is she so good at languages? (a) Because her mother was an ambassador and they visited many countries. What can Pablo do? (a) He is can eat 12 eggs in under one minute.
(b) She knows how to say “Hello. How are you?” in over 400 languages. (b) No, she can’t say anything in Tagalog. (b) Because her father was a writer and they lived in different countries. (b) He can play the guitar and paint a picture with his mouth at the same time.
What does Jay say about Pablo? (a) He says “Pablo, you have got lots of talent!”
(b) He says “Pablo, you have a natural ability for painting!” Why does Jay think that Pablo needs to post videos of his talent on the Web? (a) Because Jay thinks that Pablo could (b) Because Jay thinks that Pablo get millions of hits. should be more adventurous.
1.
Do you have any talents or natural abilities?
2.
What is your best talent?
3.
What things are you good at? Say some things you can do well.
4.
What do you lack the ability to do? Say some things you can’t do well.
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World Link 1 Video Worksheet
Unit 11
Name:
Date:
City Living – That’s amazing!
The fastest woman to run up the Empire State Building was . She ran up the Empire State Building in . 3. A man in Sri Lanka balanced on one foot for more than 76 . 4. Garry Kasparov became the world’s champion at age 22. 5. Tara and Claudia could read and write when they were years old. 6. Sun-hee could speak languages by the time she was six years old. 7. Tara can hold her breath for seconds. 8. Sun-hee can pat her head, rub her stomach and at the same time. 9. Claudia can very well. 10 Tara can make a disappear. 1. 2.
1. 2. 3. 4.
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Is Tara talking about Claudia’s “magic” with the coin? Does Tara really think what Claudia did was funny? Do you think that what Claudia did was funny? The expression “very funny” means
Yes / No Yes / No Yes / No
World Link 1 Video Worksheet
Unit 11
Name:
Date:
Global Viewpoints – Then and now / Special talents
√ 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
1. 2. 3. 4. 5. 6.
Five years ago, Dan couldn’t speak Portuguese. Now Dan can speak German. Julianna could speak English and Spanish five years ago. David could draw and paint better five years ago. Five years ago, Alyssa felt very comfortable traveling alone. Alyssa feels comfortable traveling alone now. Jonathan couldn’t program a computer five years ago. Woo Sung played a lot of sports five years ago. Woo Sung is thin now and able to play a lot of sports. Agnes can now swim 20 laps without being tired.
Jonathan’s sister Kumiko’s friend Jennifer’s dad Alyssa Dave’s sister Malinda
(a) (b) (c) (d) (e) (f)
is handy and can fix anything. can cross one eye so that her eyes look in different directions. is a painter living in California. can lift one eyebrow. can do sign language. can cross her eyes.
What can you do now that you couldn’t do five years ago? Name
Activity
1. 2. 3. 4. 5
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World Link 1 Video Worksheet
Unit 12
Name:
Date:
Good Morning World – Lights, camera, Jay!
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
1. 2. 3. 4. 5. 6. 7. 8.
Jay says that this is a very day on their show. The guest is one of the biggest in the world. The Sunshine Film Festival is tomorrow. Jay is Zora Jasper’s movies. A Jupiter Story is a movie. Jay is crazy about . Zora says that they are going to be by the ending. Kim says that any kind of movie can be good; it depends on the . Jay was an extra in movie. Ding Dong, Who’s There? was a .
Today’s guest is The Sunshine Film Festival is Jay is very excited to Zora Jasper often watches Good Morning World while They are showing A Jupiter Story at Some parts of A Jupiter Story Kim is not a big fan of Ding Dong, Who’s There? is
a) a horror movie starring Devon McCalister. b) science fiction. c) the film festival. d) are very scary. e) starting tomorrow. f) shooting a movie. g) one of the biggest movie stars in the world. h) meet Zora Jasper.
Find someone who… is interested in being in a movie. is a big fan of horror movies. is crazy about musicals. is into action movies. doesn’t like happy endings. was (or knows) an extra in a movie. likes to go to film festivals. likes movies that make you cry. gets bored watching movies.
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Name
World Link 1 Video Worksheet
Unit 12
Name:
Date:
City Living – It’s sold out!
Movies I like
Movies my partner likes
Movies my partner doesn’t like
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Movies I don’t like
“Well, the early show of Dangerous City is sold out.” “Maybe we should wait for the next show.” “I can’t. I’m meeting Tara tonight.” “We’re having dinner together.” “It’s a new action adventure movie.” “I can’t stand science fiction movies.” “I’m fascinated by special effects.” “Not another disgusting horror movie.” “Well, it looks like we’re both free tonight.” “We’re seeing the late show of Dangerous City .”
Roberto / Takeshi / Mike Roberto / Takeshi / Mike Roberto / Takeshi / Mike Roberto / Takeshi / Mike Roberto / Takeshi / Mike Roberto / Takeshi / Mike Roberto / Takeshi / Mike Roberto / Takeshi / Mike Roberto / Takeshi / Mike Roberto / Takeshi / Mike
1. 2. 3. 4. 5. 6.
Do you enjoy action-adventure movies? Are you fascinated by special effects? Do you like comedies? Do you think science fiction movies are exciting? Are you disgusted by horror movies? Do you think romances are boring?
Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No
World Link 1 Video Worksheet
Unit 12
Name:
Date:
Global Viewpoints – At the movies
√ action 1. Daniel [ ] 2. Dayanne [ ] 3. Julianna [ ] 4. Kumiko [ ] 5. Dan [ ] 6. Nick [ ] 7. Agnes [ ] 8. Woo Sung [ ] 9. Jonathan [ ]
comedy [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
crime [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
foreign [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
horror [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
romance [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
sci-fi [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
√ 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11
Daniel looks for top-rated movies at movie theaters. Dayanne likes gangster and crime movies. Julianna likes comedies and romantic movies. Kumiko likes action movies. Dan doesn’t like foreign films. Nick likes horror films. Agnes says there is too much blood in horror movies. Woo Sung doesn’t like watching sci-fi films. Jonathan hates getting scared. Dayanne thinks Twisted was very scary. Agnes thinks Gone with the Wind is boring.
True [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
False [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
What’s your favorite movie? What kind of movie is it? Who stars in it? What’s it about? How would you describe it in one word?
Video Worksheet Answer Key Unit 1 Good Morning World – Have we met? A 1. True; 2. True; 3. False, Jay says the intern is tall and average weight.; 4. True; 5. False, Jay says the intern speaks two languages.; 6. False, The intern has blonde hair and blue eyes.; 7. True; 8. False, Natalie is tall and has black hair.; 9. True; 10. True B 1. No; 2. No; 3. Yes; 4. Yes; 5. No; 6. Yes; 7. Yes; 8. No; 9. Yes C Answers will vary. City Living – Sun-hee’s favorite cousin A Answers will vary. B 1. False, Sun-hee plans to meet her cousin at the bus station.; 2. False, Professor Albee asks Sun-hee to teach a class from two to four p.m.; 3. True; 4. True; 5. True; 6. False, Sun-hee’s cousin speaks English.; 7. True; 8. False, Sun-hee thinks Junghoon looks different.; 9. True; 10. True C Answers will vary. Global Viewpoints – Describing yourself and others A 1. g; 2. d; 3. b; 4. e; 5. j; 6. f; 7. h; 8. a; 9. i; 10. c B 1. English and French; 2. student; 3. 25; 4. short brown; 5. the United States; 6. tall; 7. brown; 8. thinner; 9. sister; 10. curly C Answers will vary.
Unit 2 Good Morning World – More than words A Checked: 1. excited, 2. happy, 4. confused, 5. relaxed, 6. angry, 8. stressed, 10. nervous B 1. is; 2. looking at; 3. singing; 4. hitting; 5. fine; 6. pointing at; 7. shrugging your shoulders; 8. you; 9. me; 10. stressed C Answers will vary. City Living – An important rule for traveling A Answers will vary.
B 1. greet; 2. greetings; 3. trip to; 4. July; 5. making mistakes; 6. two hands; 7. good; 8. never; 9. jump; 10. don’t C Answers will vary. Global Viewpoints – Feelings and emotions / Greetings around the world A 1. c; 2. a; 3. f; 4. e; 5. b; 6. d B 1. False, People in the Philippines greet their elders by taking their hand and kissing it.; 2. False, Waving is not a common greeting in the Philippines; 3. True; 4. True; 5. True; 6. False, Shaking hands is not very common in Japan; 7. True; 8. False, Kissing is not a common greeting in Senegal C Answers will vary.
Unit 3 Good Morning World – Food for naught A 1. Jay; 2. Kim; 3. Kim; 4. Chef Tony; 5. Jay; 6. Chef Tony; 7. Chef Tony; 8. Kim; 9. Jay B 1. b; 2. b; 3. a; 4. a; 5. a; 6. b C Answers will vary. City Living – Do we need anything? A Answers will vary. B 1. e; 2. b; 3. j; 4. h; 5. a; 6. c; 7. d; 8. f; 9. i; 10. g C Answers will vary. Global Viewpoints – Grocery shopping / At the mall A 1. e; 2. a; 3. b; 4. c; 5. d B 1. False, There are several stores in Dennis’s neighborhood mall.; 2. True; 3. False, There are no restaurants in the mall near Jennifer’s neighborhood; 4. True; 5. True; 6. False, Agnes goes shopping in little markets and shops C Answers will vary.
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Unit 4 Good Morning World – Kim in flight A 1. True; 2. True; 3. False, Kim has her passport.; 4. True; 5. False, Kim has her credit card.; 6. True; 7. False, The suitcase is Kim’s sister’s. It belongs to her.; 8. False, Jay says that in Costa Rica there are clear skies and warm temperatures during the day.; 9. True; 10. True B 1. a, b, c, e, f; 2. a, c, d, e, g C Answers will vary. City Living – Another souvenir? A Answers will vary. B 1. at night; 2. business meeting; 3. family; 4. book; 5. Roberto’s father; 6. T-shirt or a baseball cap; 7. credit card; 8. camera; 9. Claudia; 10. teddy bear C Answers will vary. Global Viewpoints – The weather / What should I do? A 1. True; 2. False, Jennifer says that sometimes it rains in her hometown.; 3. True; 4. False, Dan says there are a lot of rainstorms in central Texas.; 5. True; 6. False, Dayanne says that in the winter, it’s not so cold in Brazil.; 7. True; 8. False, Alyssa says she doesn’t like the winter very much.; 9. True; 10. False, Daniel’s favorite season is winter. B 1. f; 2. e; 3. a; 4. b, c, d C Answers will vary.
Unit 5 Good Morning World – Exploring heroes A 1. Kim; 2. Blas Kubik; 3. Kim; 4. Blas Kubik; 5. Jay; 6. Blas Kubik; 7. Jay; 8. Blas Kubik; 9. Kim; 10. Jay B 1. father; 2. an ambassador; 3. Ecuador; 4. father; 5. chased; 6. working; 7. brave; 8. an explorer; 9. two teenagers; 10. hero C Answers will vary.
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City Living – Our heroes A Answers will vary. B Claudia’s hero: True – 1, 3, 5, 6; False – 2. Rigoberta Menchu was born in Guatemala.; 4. She won the Nobel Peace Prize in 1992; 7. She is a great leader. Sun-hee’s hero: True – 8, 10, 12; False – 9. She died three years ago.; 11. She moved away from home when she was really young. 13. She was not famous.; 14. She was Sun-hee’s grandmother. C Answers will vary. Global Viewpoints – Who do you admire? A 1. b; 2. e; 3. a; 4. f; 5. h; 6. i; 7. c; 8. g; 9. d B 1. False, Alyssa admires Martin Luther King, Jr.; 2. False, Agnes admires Mahatma Gandhi; 3. True; 4. False, Jonathan admires his father because he works hard.; 5. True; 6. True; 7. False, Dayanne admires her mom because she’s brave, very persistent, and strong.; 8. False, Catherine’s hero is her grandmother.; 9. True C Answers will vary.
Unit 6 Good Morning World – Keep in mind A 1. True; 2. False, Jay doesn’t have a good memory for names.; 3. False, On Jay’s first morning as host of Good Morning World , he woke up at 5:00.; 4. True; 5. True; 6. False, Jay remembered Kim’s birthday.; 7. True; 8. True B 1. a; 2. b; 3. b; 4. a; 5. a; 6. a C Answers will vary. City Living – Roberto’s strange dream A Answers will vary. B 1. h; 2. c; 3. b; 4. e; 5. f; 6. g; 7. d; 8. a C Answers will vary.
Global Viewpoints – How’s your memory? / Strange dreams A 1. True; 2. False, Agnes doesn’t remember numbers very well.; 3. True; 4. False, Alyssa can’t remember numbers very well.; 5. False, Daniel has a good memory for numbers.; 6. False, Daniel has a bad memory for foreign languages.; 7. True; 8. False, Sometimes Dan has problems remembering names.; 9. True B 1. cheese; 2. forest; 3. afraid; 4. a friend; 5. sad; 6. dinosaurs; 7. scary; 8. bird; 9. weird C Answers will vary.
Unit 7 Good Morning World – Our kind of town A 1. False, Kim and Jay are in front of the Good Morning World studios.; 2. False, Jay says there are a few things about the city that are difficult.; 3. True; 4. True; 5. False, Jay rides his bike to work.; 6. True; 7. False, There is a grocery store across from Jun’s apartment.; 8. True; 9. False, Carmen thinks that the city is pretty polluted.; 10. True B 1. b; 2. a; 3. b; 4. b; 5. b; 6. a C Answers will vary. City Living – You can’t miss it! A Answers will vary. B 1. a restaurant; 2. West Houston; 3. the subway; 4. thinks; 5. raining; 6. knows; 7. pretty close; 8. confuse; 9. taxi; 10. the subway station C Answers will vary. Global Viewpoints – In my neighborhood / Cities and towns A 1. a pizza shop, a clothing store, a pharmacy; 2. a supermarket, a post office, a train station; 3. laundromats, pizza restaurants, Chinese restaurants; 4. a bakery, a post office, little shops, restaurants
B 1. False, Gian is from a small town in North Dakota.; 2. True; 3. False, The cost of living in Gian’s town is very low.; 4. True; 5. True; 6. False, Miyuki doesn’t think it’s difficult to get around in Tokyo.; 7. True; 8. False, Dave loves Mexico City.; 9. True; 10. True C Answers will vary.
Unit 8 Good Morning World – In to win A Checked: 1. ping pong; 2. tennis; 4. volleyball; 5. judo; 7. camping; 10. bowling B 1. kind of; 2. competitive; 3. tennis; 4. every; 5. once in a while; 6. ambitious; 7. love; 8. camping; 9. like; 10. Sure, I’d love to! C Answers will vary. City Living – I’m very athletic! A Answers will vary. B 1. True; 2. True; 3. False, Sun-hee goes swimming once a week.; 4. False, Sun-hee plays tennis twice a month.; 5. True; 6. False, Claudia doesn’t like to play sports with Roberto very often.; 7. True; 8. True; 9. False, Claudia says she and Sun-hee are very athletic.; 10. False, Claudia tells the young man she plays baseball all the time. C Answers will vary. Global Viewpoints – Sports and pastimes A 1. c; 2. d; 3. g; 4. a; 5. f; 6. b; 7. i; 8. e; 9. h B 1. gym; 2. once; 3. drums; 4. coffee shop; 5. snowboarding; 6. pool; 7. hiking; 8. week; 9. defense; 10. individual activities C Answers will vary.
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Unit 9 Good Morning World – New beginnings A 1. Kim; 2. Vincent; 3. Jay; 4. Vincent; 5. Kim; 6. Jay; 7. Sofia; 8. Jay; 9. Vincent; 10. Jay B 1. True; 2. False, Jay says that he is in good shape.; 3. True; 4. False, Vincent is going to open his own Italian restaurant.; 5. True; 6. False, Jay thinks that eating Italian food is a good way to gain weight.; 7. True; 8. False, Sofia is going to take a year off from working.; 9. True; 10. False, Kim would like to eat some Italian food. C Answers will vary. City Living – Mike needs a change A Answers will vary. B 1. change; 2. style; 3. really big; 4. a little lazy; 5. life; 6. bad habits; 7. month; 8. rich and famous; 9. write a book; 10. haircut C Answers will vary. Global Viewpoints – Making changes / Goals, plans, and dreams A 1. d; 2. f; 3. b; 4. e; 5. g; 6. a; 7. h; 8. c B 1. finish her Ph.D. dissertation; 2. job; 3. New York; 4. hospital; 5. president; 6. months; 7. beach; 8. business; 9. help poor people; 10. happy C Answers will vary.
Unit 10 Good Morning World – Stress less A 1. True; 2. False, Dr. Glass is going to share advice on how to have more energy and reduce stress.; 3. True; 4. False, Dr. Glass asks Jay if he has a stomachache.; 5. True; 6. False, Dr. Glass says to Jay, “Ah-ha! You are stressed.”; 7. False, Whenever Dr. Glass feels stressed, he sits and drinks a cup of tea.; 8. True; 9. True; 10. False, Dr. Glass tells Jay to go get some tea and eat some chocolate. B Order: 5, 10, 1, 3, 6, 7, 2, 9, 8, 4 C Answers will vary.
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City Living – Laughter is the best medicine A Answers will vary. B 1. a, b, e, f, g, i; 2. a, b, d, e, h, i C Answers will vary. Global Viewpoints – Health problems / Staying healthy A 1. doesn’t take; 2. lemon; 3. sore throat; 4. an aspirin; 5. sleep; 6. water; 7. allergies; 8. drowsy; 9. goes to her yoga class; 10. stretches B 1. c; 2. d; 3. e; 4. a; 5. b C Answers will vary.
Unit 11 Good Morning World – You’ve got talent A 1. talents; 2. talented; 3. can; 4. French; 5. speak; 6. greetings; 7. give up; 8. goal; 9. Can; 10. famous B 1. b; 2. a; 3. a; 4. b; 5. a; 6. a C Answers will vary. City Living – That’s amazing! A Answers will vary. B 1. Australian; 2. twelve minutes nineteen seconds; 3. hours; 4. chess; 5. three; 6. three; 7. 90; 8. hum; 9. tap dance; 10. quarter C Answers will vary. Global Viewpoints – Then and now / Special talents A True – 1, 6, 7, 9, 10; False – 2. Now Dan can speak Portuguese.; 3. Julianna couldn’t speak English and Spanish five years ago.; 4. David can draw and paint better now.; 5. Five years ago, Alyssa didn’t feel very comfortable traveling alone.; 8. Woo Sung wasn’t able to play sports five years ago. B 1. c; 2. e; 3. a; 4. f; 5. b; 6. d C Answers will vary.
Unit 12 Good Morning World – Lights, camera, Jay! A 1. exciting; 2. movie stars; 3. starting; 4. a big fan of; 5. science fiction; 6. science fiction; 7. surprised; 8. story; 9. a horror; 10. flop B 1. g; 2. e; 3. h; 4. f; 5. c; 6. d; 7. b; 8. a C Answers will vary. City Living – It’s sold out! A Answers will vary. B 1. Roberto; 2. Takeshi; 3. Mike; 4. Roberto; 5. Takeshi; 6. Roberto; 7. Mike; 8. Takeshi; 9. Roberto; 10. Takeshi C Answers will vary. Global Viewpoints – At the movies A 1. Daniel: action, comedy, romance; 2. Dayanne: comedy, crime; 3. Julianna: comedy, romance; 4. Kumiko: action; 5. Dan: foreign, horror; 6. Nick: horror; 7. Agnes: horror, romance; 8. Woo Sung: comedy, horror, sci-fi; 9. Jonathan: horror B 1. False, Daniel looks for top-rated movies at rental stores.; 2. False, Dayanne doesn’t like gangster and crime movies.; 3. True; 4. True; 5. False, Dan likes foreign films.; 6. True; 7. True; 8. False, Woo Sung likes watching sci-fi films.; 9. False, Jonathan loves getting scared.; 10. True 11. False, Agnes thinks Gone with the Wind is amazing. C Answers will vary.
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World Link 1 Video Scripts Unit 1 Good Morning World – Have we met? Welcome to Good Morning World! We are your Jay: hosts, Jay Jones… …and Kim Kimal. How is everyone this morning? Kim: (applause) And how are you, Jay? I am doing very well, Kim. And you? Jay: I say a new day is a good day! Hey! Do you know Kim: the new intern? Jay: Of course! She is a very nice girl. I know everything there is to know about Natalie. Natalie? Her name is Adrian. Kim: Adrian? No, that isn’t right. I always talk to her Jay: before the show. OK, tell me what she looks like. Kim: She is tall, average weight, in her late twenties. She Jay: has brown eyes, and her hair is black. Jay, I don’t— Kim: Her last name is Gomez. She lives here in the Jay: city with two of her friends, but her hometown is Sarasota, Florida. Kim: Umm… Jay: She speaks two languages: English and Spanish. Her interests are— Rashid! Can you please tell the new intern to come Kim: out here? Do you want to know her favorite color? Jay: Jay, meet our new intern. Kim: But she is short! And thin! And her hair is blond! Jay: And her eyes are blue! And— Natalie: Excuse me, Mr. Jones? Natalie! Jay: Natalie: Your wallet. You always leave it in the chair. Jay: The chair? Oh, that’s right! Natalie is my hairstylist! (takes wallet) Thanks. (to Adrian) Hi. Jay Jones. Adrian: Hello, Mr. Jones. I’m Adrian. It’s nice to meet you… again. Well Kim, I am right about one thing. The new Jay: intern is very nice. City Living – Sun-hee’s favorite cousin Of course I’ll pick you up, Jung-hoon. Sun-hee: You’re my favorite cousin. Great. I’ll see you at the bus station at 3:00. Have a great trip! Bye. (phone rings) Hello? 88
Professor Albee: Sun-hee, it’s Professor Albee at NYU. Oh, hi Professor Albee. How are you? Sun-hee: Professor Albee: Fine, thanks. Ms. Leska is sick today. She has a class from 2:00 to 4:00 p.m. Can you teach her class? Oh, sorry. My cousin is visiting this week Sun-hee: from Seattle, and he arrives today at 3:00. Professor Albee: Oh, I see. Gee, I don’t know what to do. Well . . . wait. Listen, my roommate Tara can Sun-hee: go to the bus station and meet my cousin. Ms. Leska always helps me. Professor Albee: That’s great! Thanks a lot. See you at 1:30. Bye. Sun-hee: Professor Albee: Bye. Sure, Sun-hee. I’d love to meet your cousin. Tara: So what does he look like? Sun-hee: Well, he’s in his 30s. Tara: OK. And he’s about average height—5’6”. Sun-hee: And he’s pretty heavyset. Uh-huh. Tara: And he has really long black hair and brown Sun-hee: eyes. OK. So, does he speak English? Tara: Yes, he does. Oh, and I almost forgot: Sun-hee: he wears really big glasses. Got it. Tara: Thanks so much for doing this for me. Sun-hee: Hey, what are friends for? Tara: Sun-hee: Oh wow! I’m really late! I’ll meet you back here at 4:30 with my cousin. Sure, no problem. Tara: Bye. Sun-hee: Jung-hoon! Oh my gosh! Sun-hee: Sun-hee! Jung-hoon: Wow! You look so different. You’re so thin! Sun-hee: I eat healthier food now. And I go to the Jung-hoon: gym every day. Good for you! Hey, where are your glasses? Sun-hee: Contact lenses. Jung-hoon: Oh, and your hair? It’s so short. It looks Sun-hee: good on you. You look great! Jung-hoon: Hey, thanks! (to Tara) How did you find him? He looks so Sun-hee: different now.
Tara:
(holding sign saying “Sun-hee Park’s cousin”) Ta-dah!
Global Viewpoints – Describing yourself and others My name is Nick Raducanu. I’m 23 years old, Nick: and I’m from the United States. I speak English, and I also speak French. Woo Sung: My name is Woo Sung. I’m from Seoul, Korea. I am 20 years old, and I’m a student. I speak English, Korean, and French Natalie: My name’s Natalie Danglade. I’m 25 years old. I live in the United States, and I’m a reporter at a television station. Dayanne: My name is Dayanne Leal. I am from Brazil, and my first language is Portuguese. I’m not very tall, and I also am not very skinny. I have brown eyes and short brown hair. My name is Dan, and I’m from the United States. Dan: I’m 28 years old, and I work at a hospital. I speak English and Spanish and Portuguese. I’m pretty tall. I’m about six feet. I have a muscular build and short blond hair. I have hazel-colored eyes. My name is Kevin Truong. I’m 24 years old. I Kevin: have short black hair, brown eyes and an athletic build. I have a sister named Sabrina. She is short, muscular, and tan. Dayanne: I have a friend who looks like Antonio Banderas. He’s tall, dark hair, brown eyes, but he’s thin. And Antonio Banderas is a little more muscular. Woo Sung: I don’t really look like my parents. They’re both short and I’m tall. I do look like my sister. She’s tall and thin like me. Natalie: My daughter has curly black hair. She’s short, light-skinned and she’s really cute.
Unit 2 Good Morning World – More than words Kim: Welcome back to the show! Coming up, we have musical guest, Shalia, here to sing a song from her new album. Jay: Yes! Kim: It sounds like Jay is excited. Are you excited, Jay? Jay: Yes! Kim: But first, we’re going to have a little fun. Jay, do you know the game charades? Jay: Do I know charades? You are looking at the champion of the Jones Family Charades Contest. Kim: OK. Well, for anyone who doesn’t know charades, it is a game that you play without saying any
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words. One person uses body language, expressions, and gestures, and everyone guesses what that person i s feeling. For example, Jay, without words, how do you show that you are excited that Shalia is s inging today? Well done. Charades shows how we can communicate with more than just our words. (to Jay) You can stop being excited now. Right. Rashid? (Rashid enters) How’s it going, Rashid? Rashid is hitting something. No, he is telling us he’s fine. Rashid is going to express feelings without words, and, Jay, you and I can guess. Ready? Ready. (Rashid smiles) You are happy. (Rashid gestures) You are pointing at Kim. (Rashid raises an eyebrow) Now you are looking at me. (Rashid shrugs) Now you are shrugging your shoulders. No, he’s confused. And I think you are too. In charades, you need to guess how someone is feeling, not what they are doing. Really? But we know how Rashid feels. Look at him. He is always relaxed. (Rashid frowns.) Ooh, now Rashid is angry at me. (Rashid claps) Hey, you got one right! And now he is smiling at me. (Rashid walks off set) (to Rashid) What’s wrong? I think he’s a little stressed. Nice job, “Jones Family Charades Champion.” (to camera) When we come back, Shalia! (Jay smiles) Excited? Nervous.
City Living – An important rule for traveling Takeshi: OK, let’s begin. In Japan, you bow when you greet people. Like this. (bows) Claudia: (bows) That’s cool. (Tara enters) Hi! What are you two doing? Tara: Claudia: Takeshi is teaching me traditional J apanese greetings for my trip to Japan. Your trip to Japan? When? Tara: Claudia: I have a big meeting in Tokyo in July. Wow! That’s great. Tara: Claudia: I’m a little nervous about the whole trip, though. Takeshi: Why? There’s no need to be nervous. Claudia: I’m kind of worried about making mistakes. I don’t know anything about Japan. Tara: Don’t worry. Everything’s going to be fine.
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And you have a good teacher. Let’s see, what else? Oh, remember—always use two hands when you give a person your business card. Like this. (hands Claudia a business card, she responds) (points to Claudia) Hey! That looks really good, Claudia. You’re a natural! And remember—never use your finger to point. That’s actually rude in a lot of countries. Really? Yep. Oh, and one more thing. In Japan, for luck, you jump three times and nod your head like this. What? Yeah. Let’s try it, come on. Come on, Claudia, try it. OK. (Claudia starts to jump and nod her head) Good. Like this? (winks at Tara) Yup. (Tara and Takeshi laugh) Hey! They don’t do that i n Japan! You guys are joking. Oh! Come on, Claudia! I only wanted to teach you a very important lesson for traveling—relax! And have a little fun! You’re right. Some teacher you are!
Global Viewpoints – Feelings and emotions I get stressed very often because of school. Dave: Natalie: Sometimes at the office, I get stressed, and when I do, I take a break and go for a walk. Dayanne: One of the things that really makes me happy is going to the beach. I don’t like to feel angry or sad or frustrated. I do Alyssa: like to feel happy and excited. When I’m angry, I like to be alone. I don’t like to be around other people. I don’t like to be angry or stressed, because Agnes: when I am, I eat all the time. And when I’m angry, I yell at everybody. Jennifer: When I have stress, I like to take my dog to the park and throw the ball or throw the Frisbee. And that relaxes me. Global Viewpoints — Greetings around the world Dennis: We have a special way of greeting our elders in the Philippines by taking their hand and kind of kissing it like this. And it’s called mano. Dayanne: In Brazil, when you greet a friend, you give them 90
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a big hug. And sometimes you give them a kiss on the cheek. And in some places, you give two kisses, and in some places, three kisses. Bowing is a very polite gesture in Japan. But I often shock people when I stick my hands out to shake their hands because it’s not very common. When you greet somebody in Senegal, you shake hands for a long time. Or you can hug, too, and ask about him and his family and his friends. And it takes a while.
Unit 3 Good Morning World – Food for naught Hello, we are back! You know, Kim, there are Jay: two things that I really don’t like to do: go grocery shopping and spend money. Then we have good news for you, Jay. Chef Kim: Tony is here today. He tells us how we can use any food we have at home. We can make delicious meals and spend less money at the grocery store. Welcome, Chef Tony! Chef Tony: Thank you, Kim. I’m glad to be here. You always love to eat my meals! And Jay, you do not. I love your meals, Chef Tony! I’m just on a diet. Jay: OK, Chef Tony, this is all the food from the Kim: kitchen area of the Good Morning World studio. What can we make, and what do we need? Chef Tony: First, we put the food into groups. (hands food to Jay) Apple. Banana. Grapes. Tomato. Lettuce. Jay! Jay: Yes, Chef Tony? Chef Tony: Organic food. Here. Do we have any carrots? No, there aren’t any carrots, C hef Tony. Jay: Chef Tony: Hmm. Well, you can make a delicious salad of fruit with the apple, the banana, and the grapes. And you can make a healthy vegetable salad with the tomato and the lettuce. But we need some carrots. Jay! Make a list! Now, healthy food. Let’s see. (hands food to Ki m) Yogurt. Rice. Tofu. You can add the yogurt to the fruit salad for flavor. Cook the rice and the tofu together with some butter to make sti r fry. Do we have any onions? No, there aren’t any onions, Chef Tony. Kim: Chef Tony: Jay! Onions! What else do we need, Chef Tony? Kim: Chef Tony: Nothing. That’s it. Jay: Only two things? I don’t even need a shopping
cart! But what about the things here? Kim: Chef Tony: Yes! I almost forgot! Fast food? (drops in the trash) My lunch. Rashid: Chef Tony: Junk food. (drops in the trash) My dinner. Kim: It’s OK, Kim, Rashid. You can have some of my Jay: healthy tofu stir fry. You see, Chef Tony, I do like your meals!
City Living – Do we need anything? Takeshi: (phone rings) Hello? Hi, Takeshi, it’s Mike. I’m at the supermarket Mike: getting some milk. Do we need anything? Takeshi: I don’t know. Let me take a look. Let’s see. Well, we need some fruit and some vegetables, too. Get some apples and oranges, maybe five or six of each. And get three or four tomatoes and some carrots. Maybe a pound. Got it. Hey, the lettuce looks really good. Do we Mike: need any? Takeshi: No, we don’t need any more lettuce. We have three heads. You always buy it and then never make salads. OK. Anything else? Mike: Takeshi: Uh . . . we need bread and some eggs. We don’t need any eggs. We already have some. Mike: Takeshi: I don’t see any eggs here. Trust me. I have a great memory. I think they’re Mike: next to the yogurt. Takeshi: You’re right. We have some. See? Mike: Takeshi: I guess that’s it. Hey, how about hamburgers for dinner tonight? Mike: Ooh, great idea. How many do we need? I’m really hungry. Four? Takeshi: Nah, that’s too many. Get two. OK. Two hamburgers. And how about rice? Do Mike: we have any? Takeshi: We have some, but there isn’t much. Get one more bag, and . . . Are you writing all this down? Nah, I’m telling you, I have a great memory. Mike: Remember the eggs? Takeshi: OK. I guess that’s it. I’ll see you in a few minutes? OK! Bye. Mike: Takeshi: (sees Mike’s wallet on the table) Mike. It figures. (moves towards phone) One… two… three. (phone rings) Hi, Mike. Hi, Takeshi, it’s Mike. I forgot my um . . . Mike:
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Wallet? How did you know? Do you have it? Yeah, I’m coming right now. (hangs up and heads to door) Great memory, huh? I’m the one with the great memory. I never forget a thing. Never, ever forget a thing.
Global Viewpoints – Grocery shopping When I go shopping, I buy lots of fruits and Alyssa: vegetables. I’m vegetarian, so I never buy meat. I buy a lot of meat, a lot of cheese, and grab Miyuki: some eggs. I usually buy some rice, and I try to buy some vegetables as well. Kevin: I normally buy fruits, vegetables, some deli meats like turkey and ham, orange juice, milk, bread, and maybe a few magazines and some potato chips. Dayanne: In my refrigerator, I have a bottle of orange juice, a bottle of milk, some bread, and some apples. Jennifer: I hate grocery shopping. My refrigerator is empty. Not even ice cubes. Global Viewpoints – At the mall Dennis: There’s a big mall in my neighborhood, and in that mall, you can find several stores. Like… there’s a CD shop, there are clothes stores, a restaurant, and a supermarket where you can get groceries. Jennifer: In the mall near my neighborhood, there are department stores. There are clothing stores, shoe stores, there is a stationery store, and a bookstore. In Senegal, we don’t have big shopping malls. Agnes: We have a lot of little markets and nice little shops. And that’s where I go shopping.
Unit 4 Good Morning World – Kim in flight Jay: Hello again, everybody! Welcome back. Well, today is a big day on Good Morning World! Kim? Kim: Yeah, Jay? Jay: Aren’t you going to tell them? Kim: Well, uh— Jay: Kim is going on vacation to Costa Rica, so today is her last day on the show for a week! I am so excited! For you! I’m excited for you! Kim: Thanks, everybody. I’m… excited, too. Jay: What’s wrong, Kim? It’s your vacation! Kim: Um, it’s just—
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Oh, I know. You’re worried that you’re forgetting something. Well, let Jay Jones—world traveler—help you. First, did you get a passport? Yes, I have my passport. Did you buy a plane ticket? Yes, I have my plane ticket. And you have to check into your hotel and rent a car, so you need your credit card. Do you have it? Yes, I have my credit card. Did you remember to pack your suitcase? Yes, but it’s not mine. No? Whose suitcase is it? My sister’s. It belongs to her. I don’t have my own suitcase. Really? OK. Well, you need cash, of course, a guidebook for when you go sightseeing, and a camera to take photos. Yes, I have those things. Then what’s the problem? Ah-ha! You’re worried about the weather! Listen, I know Costa Rica, and it’s beautiful. Clear skies and warm temperatures during the day, but, at night, the light winds from the ocean can make it chilly. I think you should take a sweater. Good idea. I will. Ahh, Costa Rica! You are going to love it from the moment your plane lands in— (Kim starts crying) Kim! What’s wrong? I hate to fly!!! What?!? Flying is easy! Don’t you fly often? Yes, but it still scares me! Look, flying in a plane is safer than driving a car. Planes fly great when it’s sunny, cloudy, rainy, snowy, or foggy. You are going to be fine! Really? You’re probably right. Of course I am! A plane can even land in very strong winds, and in Costa Rica, it can be very windy! (Kim starts crying again) Oh boy. (to camera) We’ll be right back.
City Living – Another souvenir? Roberto, why are you bringing a sweater to Mike: Mexico City? It’s summer there, so it’s really hot, right? Roberto: It’s usually hot in the day, but sometimes at night, it gets chilly. Mike: Oh. Well, what about the business suit? Isn’t it a vacation? Roberto: Yes and no. I have a big meeting on Tuesday, so I’m bringing the suit. But after Tuesday, it’s 92
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vacation time! Who are all the gifts for? Oh, my family lives in Mexico City, so I’m bringing them some souvenirs from New York. And who’s the book for? It’s for Maria, my niece. She’s ten years old. Ten? You should get her something more fun— like a video game! Maria is young, but she loves books. She’s really smart. Huh. What about this? Is this hers, too? Oh that? That belongs to my Dad. It’s a souvenir from his New York visit, but he forgot it. Do you think I should get him another present? Well, that already belongs to him. Hey, you should get him a New York T-shirt or maybe a Yankees cap? Good idea. I can get that at the airport. That’s it. Do you have your plane ticket and passport? Yes. And I have my hotel information, my car rental information. My camera’s in my briefcase. (holding a stuffed toy) Hey, whose is this? Another souvenir? Umm... no. It’s mine. It’s yours? It was a good luck present from Claudia. I always travel with it. Aww! Don’t be embarrassed. He’s very cute. (laughing) And I’m sure he makes a great travel partner!
Global Viewpoints – The weather Jennifer: In my hometown, it’s usually hot and sunny, but sometimes it rains. I grew up in cen tral Texas where the we ather is Dan: very hot. There are a lot of rainstorms, and in the wintertime, it gets into the 40s and 50s. Dayanne: In Brazil, we basically have two seasons— summer and winter. In the summer, it’s very, very hot. But in the winter, it’s not so cold. But we do have some rain sometimes. Where I live, the weather changes throughout Alyssa: the year. There are four season s: summer, fall, winter, and spring. I don’t like the w inter very much because I don’t like to be cold. In Jamaica, it’s pretty warm year-round. There’s Daniel: a rainy month—September. My favorite season is winter because I like winter sports, which is strange because I’m from Jamaica.
Global Viewpoints – What should I do? Dayanne: When visiting Brazil, you should bring your bathing suit and your sun lotion and definitely visit the beaches in Brazil, because they are beautiful. If you come to Texas, you should visit San Dan: Antonio, where the Alamo is located, because it’s a historical site. Jennifer: When you visit Florida you should bring a swimming suit, sunblock, and a beach towel. You should also bring lots of shorts and T-shirts. And you should visit the Everglades where you can see alligators. Alejandra: In Argentina, you should visit Iguazu Falls and the glaciers in the south of the country. You should also watch a tango performance. And in a restaurant, you should order Argentine beef. It is delicious!
Unit 5 Good Morning World – Exploring heroes We are happy to welcome a very interesting Kim: guest to the show this morning. He is a traveler, an explorer, a photographer, a writer, and a father of two sons. Please welcome Blas Kubik to Good Morning World! Thank you, Kim and Jay. I’m happy to be here. Blas: (to Blas) Jay and Kim. Jay: You are a man of many talents, Mr. Kubik. How Kim: do you have time for everything? Blas: When you love your job, it’s easy to find time. Tell us how you became an explorer. Kim: I was always very curious as a boy. My mother Blas: was an ambassador to Brazil. My father was the co-founder of the group Brazilian Green. We traveled a lot. I wanted to learn everything about the places we visited. I explored everywhere, first with my father, and later, on my own. Were you born in Brazil? Kim: No, I wasn’t. I was born in Ecuador. My mother is Blas: Ecuadoran and my father was born in Poland. My father was my hero. I admired his work with the rainforests and wanted to show the world their beauty in photographs. Jay: Is it dangerous to be an explorer and a photographer? Sometimes it is dangerous. When I was in Blas: Borneo, a Bornean clouded leopard chased me. She was afraid I was going to take her cubs. I have a picture of it.
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Let’s see it! (picture of leopard appears) Wow! Another time, a grizzly bear chased me up a tree. I wasn’t even working! I was on vacation in California with my sons! I have a picture of that, too. Show it! Show it! (picture of bear appears) Those are my feet. That… is… incredible. Yeah, I know. I’m lucky to be alive. You are so… brave. Why do you say that? Look at those pictures! Nature is dangerous! Being an explorer is the scariest job in the world! Sorry, but I disagree. What?!? Do you want to know a job that you have to be very, very brave to do? Yes! What? Father of two teenagers. Now that is scary! Blas Kubik, thank you so much for joining us. We are looking forward to reading your book about the rainforests of Borneo. (to Blas) Let me work with you. Teach me how to run away from leopards and bears. I think you can run from danger just fine on your own. (to Kim) I think Blas Kubik is my hero.
City Living – Our heroes Sun-hee: Hi. Claudia: Hey. Sun-hee: Who’s that? Claudia: Her name is Rigoberta Menchu. She’s one of my heroes. I really admire her. Sun-hee: Where’s she from? Claudia: She was born in Guatemala, and now she’s a human rights activist in Latin America. In 1992, she won the Nobel Peace Prize. Sun-hee: Wow. What did she do? Claudia: Well, she risked her life to help her people. She’s still working for social change. She’s a very intelligent woman and a great leader. Sun-hee: She sounds like a really strong person. Claudia: Strong and brave, too. Tara: Hi. Sun-hee: Oh, hi. What are you doing? Tara: Sun-hee: Well, did you see Claudia’s picture of Rigoberta Menchu?
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Yeah, she told me all about her. Is this one of your heroes? Yeah. Her name is Jung-hee Kong. That’s an old picture. Is she still alive? No, she died three years ago. Sorry to hear that. Ah, what did she do? Well, she was a very successful entrepreneur. Really? Yeah. She moved away from home when she was really young. And then she studied and worked very hard to become a success. But she always helped people who needed it. She helped me a lot. Wow. Was she famous? No, not really. Did she win any prizes or anything? No. She wasn’t famous. She didn’t win any prizes. Who was she? She was my grandmother. Oh.
Global Viewpoints – Who do you admire? I admire Martin Luther King Jr. He was a leader in Alyssa: his field and stood up for his beliefs. One of the people I admire the most is Mahatma Agnes: Gandhi, because he believed in peace and he fought for it. I admire the singer Bob Marley because he’s Daniel: brought reggae to the world. And he also put Jamaica on the map. Jonathan: I really admire my father, because he has always worked very hard and put his family ahead of himself. I really admire my friend Kate. She’s strong, she’s Gian: brave, and she doesn’t hold back. I wish that I could be like her, because she travels and she tries all kinds of new things. Malinda: My hero is my friend Abby. She’s very kind, she’s very brave, and she always does everything she can to help other people. Every week, she goes and brings food to people who don’t have any food and are hungry. Dayanne: I really admire my mom, because she’s very brave, very persistent, and is strong. She moved to a different country. She’s learning a different language, and that’s not easy. Catherine: My grandmother is my hero. She is 86 years old. She’s very brave and intelligent. She came to 94
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America first and invited all of us to come from Korea. She teaches English to children in her apartment. And she got her driver’s license when she was 70, and she’s still driving. She’s very young at heart. I admire my grandmother because she was a very strong individual who worked very hard. She raised four children by herself, and she also went to school. She was a really wonderful lady.
Unit 6 Good Morning World – Keep in mind Good morning, everyone, and Good Morning Jay: World! I’m your host, Jay Jones. And with me as always is… And with me as always is… Kim! Oh! Um, hi! Kim Kimal! Good morning! Kim: What is it now, Kim? Did you forget something? Jay: Kim: Ugh, I think I forgot to turn off the coffee pot in my apartment. Every day when I leave for work, I forget to do something: turn off the lights, feed the fish, close the windows. Does that happen to you, too? Oh no. No, no, no. I never forget anything. Jay: Ha! Never? You forget the name of the intern all Kim: the time. Fine, I don’t have a good memory for names. Jay: But I’m very good at remembering the past. Go ahead, ask me. OK, smart guy. What did you do on your first Kim: morning as host of Good Morning World? Jay: The same thing I did this morning. I woke up at 5:00. I went jogging in the neighborhood. I read the newspaper and had breakfast. What did you have for breakfast? Kim: The same thing I had this morning: a banana, Jay: yogurt, and a glass of milk. The same…? OK, what clothes did you wear? Kim: (Jay points to his suit.) You wore the same suit? The same tie? So that’s why you have a good memory! You never change! Why change this? Jay: Who was the guest on your first day? Kim: Jay: I have no idea. A singer, I think. Kim: Ah-ha! Remember, Kim? Bad memory for names. Jay: Right. What did I say to you at noon the day Kim: before yesterday? Hmm. I’m not sure. You probably said that you Jay:
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forgot to feed your fish. Let’s see. At noon the day before yesterday, you said to me, “The day after tomorrow is my birthday.” Which means… Today is my birthday, and you forgot! Ha-ha! You mean, forgot this? (pulls out gift) Happy birthday, Kim. Oh, Jay! You remembered! Thank you! Hmm. I don’t see a gift for Rashid. Of course, you remember we have the same birthday. Of course. We’ll be right back.
City Living – Roberto’s strange dream Claudia: Hi! Roberto: Hi. Claudia: What’s the matter? Roberto: I had a really strange dream last night. Claudia: Really? Do you remember it? Roberto: I think so. Maybe. I don’t know. But it was really weird. Claudia: Come on! Try. Roberto: Well I remember in my dream, it was daytime, and I was in my pajamas. And I saw a man in the street. I stopped and asked him where to buy a ticket. Claudia: A ticket? A ticket for what? Roberto: I don’t know! Claudia: And then what happened? Roberto: I’m not sure. But I remember that I began talking to him, and I really enjoyed it. We laughed a lot. He reminded me of someone. Claudia: Yeah, and then? Roberto: And then he hugged me! And it was Mike! Claudia: No! Really? Do you remember anything else? Roberto: No, but something else happened. I’m sure of it. Claudia: Oh, think! Roberto: I got it! We talked some more, and then he shook my hand, and then he began to dance. Like this! Claudia: Oh, like a ballet dancer? Roberto: Yeah. And then I woke up. Claudia: This is so scary. Roberto: Why? (Claudia holds two tickets) What are those? Claudia: They were a surprise. I got us two tickets to a show tonight. The New York City Ballet. Global Viewpoints – How’s your memory? I have a very good memory when it comes to Agnes: faces and images and drawings and things l ike
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that. I don’t remember numbers very well. I even forget my ATM code sometimes. I can usually remember people’s names when they tell me. However, I can’t remember numbers very well. I need to write down the telephone numbers when people tell them to me. I have a good memory for numbers, especially phone numbers. I usually only need to hear it once. I have a bad memory for foreign languages. I have a bad memory for names, so I try to use a characteristic to remind me. Such as Becky is blonde—Becky blonde. Tom is tall—Tom tall. Usually I have a good memory, but sometimes I have problems remembering names. Sometimes I have to say to people “Hey Bro. Hey Sis.” Strange dreams
Global Viewpoints – Strange Dreams When I was a small kid, I had a dream that I swam Dave: to Europe and bought cheese and swam back home. The cheese tasted great. Malinda: Last night I had a nightmare that I was lost in the forest and I forgot where I was. And when I woke up, I was very afraid, and I ran out of my room. Last night I had a dream about a friend who’s Alyssa: living very far away from me. When I woke up I felt sad because I miss her. Woo Sung: After I saw “Jurassic Park,” I had a dream that dinosaurs were chasing me, and it was really scary. I had a strange dream where a bird ate me. It was Dan: really weird.
Unit 7 Good Morning World – Our kind of town We are in front of the Good Morning World Jay: studios this morning to talk to some fans on the street about living and working in the city. That’s right, Jay. There are a lot of things to love Kim: about this city. For example, did you know that there are two nail salons across from our studios? I didn’t! Jay: How exciting. But also, there are a few things about this city that are difficult. For example, the health club next to my house opens at 7:00. I have to be at work at 6:00! How much exercise do you need?!? Kim: A lot. Jay:
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The point is that we all have things we like and things we don’t like about the city. And we are out in the city this morning to see what you think. Rashid asked two people on the street if they wanted to meet Jay Jones, and here they are. Say hello to Jun and Carmen. Welcome to Good Morning World! Hi Jay. Kim! I’m so excited to meet you! Me too! I’m a big fan of yours. Aww, thanks you two! All right! It’s time for questions. Jun, you work here but live in a town next to the city. How do you feel about the city? It’s great! We have pleasant weather almost all year, there are a lot of things to do, and it is easy to go where you want to go. What form of transportation do you take to work? I take public transportation. There is a train station close to my apartment. The train. Ugh. I don’t like to be stuck between all those people. I ride my bike. Now that is affordable transportation. Right. It’s much cheaper to be on a bike stuck in traffic. I don’t have a car or a bike. I can walk everywhere in my neighborhood. There is a café, a movie theater, and a grocery store across from my apartment. I love it! Carmen, do you love the city, too? Well, I agree with Jun that there is a lot to do here, but I have a car, and I do not like the heavy traffic. With rush hour, I am in my car more than I am in my home. Try a bike. No thank you! Winters are too cold to ride a bike, and the city is pretty polluted. Polluted?!? No! There isn’t any pollution in the city! What do you think is coming out of all of the cars? I… Oh. Jay, after work, go straight down this street, turn right on Spring Street, go one block, turn left on Seventh Avenue, and stop in the middle of the block. Why? What’s there? A pollution-free health club that opens at 5:00! (to Jun) Do you want to buy a bike?
City Living – You can’t miss it! Tara: Hi! We’re back! Anybody home? Sun-hee: (pointing to note) Hey, what’s that? Tara: Oh, it’s a note from Claudia. (reading the note) “Hi girls! There’s a cool new restaurant near my office. Let’s have dinner there tonight. My treat! The name is Giovanni’s, and it’s on West Houston Street between MacDougal and Sullivan. You can’t miss it! Claudia. P.S. The traffic is terrible down there. Take the subway and walk.” Sun-hee: Oh, it sounds like fun. Let’s go! Yeah, let’s. Tara: Sun-hee: All right. Do you want to get the note out? OK. Let’s see. I don’t have Claudia’s note! I forgot Tara: it! Sun-hee: Don’t worry about it. Claudia said, “You can’t miss it.” We can find it. Come on. Where is it? Tara: Sun-hee: I don’t know, and it’s raining. (sees man) Let’s ask him. Excuse us. We’re looking for a restaurant called Giovanni’s. Do you know where it is? Hmm . . . Giovanni’s. I know the name. What Man: street is it on? Sun-hee: I think it’s on West Houston Street. Oh yeah, yeah, Giovanni’s. It’s on West Man: Houston between MacDougal and Sullivan Street, right? That’s right! (to Sun-hee) That was in the note! Tara: (to man) So, can you give us directions? Yeah, sure. It’s pretty cl ose. You walk two blocks Man: down this street. You turn left at the gym on the corner. Sun-hee: OK . . . Man: Then you walk one more block, and there’s a big nightclub called Up Close. It’s on the corner of West Houston and MacDougal. Nightclub called Up Close. Tara: That’s it. Turn right on West Houston. Walk Man: about 200 meters. It’s in the middle of the block, on the ri ght. You can’t miss it. Good luck. OK, great! Thanks! (to Sun-hee) Did you Tara: understand that? Sun-hee: Umm . . . sort of. But we’re late! Come on. Let’s go. Oh my gosh! I don’t believe it! This is the same Tara: street we were on five minutes ago! Sun-hee: Forget it. We’re lost. And I’m hungry! Me too. Let’s take a taxi. (to street) Taxi! Tara: Sun-hee: I can’t believe it. The restaurant was right across the street from the subway station. Well, like Claudia said, “You can’t miss it.” Tara:
Global Viewpoints – In my neighborhood Natalie: In my neighborhood, there is a pizza shop. Right next door to the pizza shop is a clothing store. And across the street from the clothing store is a pharmacy. In my hometown, I live across from the Daniel: supermarket. There’s a post office down the road. There’s a bank, and I live very close to the train station. Kevin: I live in a college town, so my neighborhood has a lot of Laundromats and pizza and Chinese restaurants. We have a bakery and a post office on the main Agnes: street with, uh, a lot of little shops where you can find things for the kitchen. And a lot of restaurants, too. To get to my favorite restaurant, you just have to go down my street, and take your first right. Go a couple of blocks, and then take your first left. And the restaurant is on your left on that street. Global Viewpoints – Cities and towns I am from a small town in the state of North Gian: Dakota. My town has very little crime, almost no pollution, and the cost of living is very low. Tokyo is a very expensive city. Food’s very Miyuki: expensive. Transportation cost is probably one of the biggest problems. But the subway systems are extremely organized, so it’s not that difficult to get around. Mexico City is a big, scary city with a lot of Dave: people and a lot of pollution. And it can be very intimidating, but I love it. Dayanne: The cost of living in Sao Paulo is very high, but I love it. I would like to live in the countryside where it is quiet with not too many people and the cost of living is not so high.
Unit 8 Good Morning World – In to win Welcome back! Coming up on Good Morning Jay: World, ping pong champion Deng Xi Han joins us to talk about his— (Kim winces) Kim? Are you OK? Yes, I’m fine. (moves arm to work out stiffness) My Kim: arm is kind of sore. From the coffee cup? Come on, Kim. It’s not that Jay: heavy. No, not from the coffee cup. I played tennis Kim: with my sister Sadie this weekend. She is very competitive.
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And you’re not? No! I’m not like Sadie at all. Sadie’s messy, and I’m organized. Sadie’s talkative, and I’m reserved. And when it comes to sports, Sadie is competitive, and I’m laid back. I don’t like to lose, but I’m not competitive. Really. How often do you and your sister play tennis? We play every Sunday. We also play volleyball all the time. And once in a while we do judo. Judo? Well that is ambitious! Yes. Sadie and I love to play sports. I need to be more careful the next time we play. Well, sure you do! You don’t want to get hurt again. No, I mean I can’t let her win next time. That Sadie: she’s so creative. Maybe you and Sadie should do something that isn’t about sports. I know! You can go camping! Camping? Um, no thanks. How can you win at camping? Well, you don’t… Listen, I don’t play a lot of sports, but one thing I like to do is go bowling. In fact, I’m going bowling tonight. Do you want to come? Just you, not Sadie. Hmm. Bowling. Sure, I’d love to! Good! You have to be a little bit patient when you’re bowling. So I guess it’s a good thing you’re not competitive. Yes! A good thing. (pause) What’s your highest score? Did you ever bowl a perfect game? I di d once. It was against Sadie. She was so mad at me. And then… We’ll be right back.
City Living – I’m very athletic! That looks so fun! I want to play. Claudia: Really? Sun-hee: Yeah. I love baseball. Claudia: Do you play baseball? Sun-hee: Yes! I love to play baseball. I’m pretty Claudia: athletic, you know. Really? How often do you play? Sun-hee: All the time. Well, maybe not that often. Claudia: Five or six times a year. How about you? How often do you play sports? Oh, once in a while. I don’t play baseball Sun-hee: very often, but I go swimming once a week, and I love to play tennis.
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Oh yeah? How often do you play? Well, right now I play about twice a month, but I’d like to play more. Maybe every week. Roberto plays tennis all the time. He’s on Claudia: a tennis team. Really? Sun-hee: Yeah. Maybe you should play tennis with Claudia: him. Good idea. Oh, wait a minute. Is he Sun-hee: really competitive? Claudia: Well, kind of. He’s pretty serious about sports. Hmm… I don’t know. I’m not all that Sun-hee: competitive. I just want to have fun. Me too. That’s why I don’t like playing Claudia: sports with Roberto very often. Oh! (Sun-hee picks up a ball and throws it to a player) Baseball Player: Hey, thanks. Sure. Sun-hee: Baseball Player: Listen, we need two more players. Do you two want to play? Sun-hee: Well, I’m not very good. Are you guys serious players or do you just play for fun? Baseball Player: Hey, in our games, it’s all about having fun. Oh, well in that case, we’d love to! And Claudia: don’t worry, we’re both very athletic. In fact, I play baseball all the time… (Claudia falls) Claudia! Sun-hee: Well, maybe not all the time. Claudia:
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Global Viewpoints – Sports and pastimes One of my favorite pastimes is to go to the gym. Dan: I like to go to the gym about three or four times a week. Dayanne: In my free time, I enjoy hanging out with some friends and going to the movies. I go to the movies at least once a month. Jonathan: My favorite pastime is playing drums, because it helps clear my mind and I try to play as often as I can. Miyuki: One of my favorite pastimes is going to a coffee shop to hang out with friends. And some of my roommates like to run or go to the gym. I like snowboarding a lot. I go snowboarding Daniel: 98
every two weeks. Except on vacation, I go snowboarding every day. My favorite pastime is swimming. I go to the pool Agnes: twice a week with a friend of mine. And I just like the water, so for me, it’s the best sport to do. I like to play the piano. I like to go see concerts. Alyssa: And when it’s nice outside, I like to go hiking. Woo Sung: I like to play basketball, tennis, and football. I play basketball twice a week. I play tennis three times a month and football once a month. Gian: I love to play basketball. I’m very competitive and very hardworking. When I play, I play really strong defense. Jennifer: I don’t really like team sports. I prefer individual activities. I’m very independent.
Unit 9 Good Morning World – New beginnings Hello, everybody! Welcome back to the show. Kim: We all know that change can be hard. On the other hand, we all can think of a change we would like to make. Jay, what about you? What is something you would like to change in your life? Hmm, let’s see. I would like to change my Jay: toothbrush. It’s getting old. Think bigger. Your health. Kim: Jay: I’m in good shape. Kim: Your job. I’m Jay Jones, host of Good Morning World. Jay: Host with the most, apparently. Well, our guests Kim: wanted to make big changes in their lives, and they did! Please welcome Sofia and Vincent to the show! Both Sofia and Vincent quit their jobs last month. Each of them is going to do something different and exciting! Vincent, you were a taxi driver. Why did you Jay: decide to quit your job? Vincent: As a taxi driver, I sat all day. I ate a lot of junk food, and I didn’t get any exercise. I gained weight, and I started smoking. It was time to change. I quit smoking two weeks ago, and now I am exercising more and losing weight. Good! It’s important to be in good shape. I Jay: should know. What are you going to do next? Are you going to get a job? Vincent: Not just a job. I am going to open my own Italian restaurant! Wonderful! Oh, I love Italian food! Kim:
This is my dream. It is hard work, and it takes a lot of money to open a restaurant, but I am about to do something I really want to do! Italian food, hmm? That’s a good way to gain Jay: weight. He’s going to own the restaurant, Jay, not eat all Kim: its food. Good for you, Vincent. You’re going to do a great job! Now, Sofia, what about you? You were a newspaper writer before you quit. What made you decide to make a change? Sofia: At the newspaper, I wrote stories about people and places all around the world. One day, I thought, “It’s time to stop writing about them and time to start seeing them.” Do you mean you are going to travel around the Jay: world? Yes, I am going to take off on a trip next month Sofia: and become a world traveler! That is exciting! Where are you going to go? Kim: I’m going to Egypt, Syria, Russia, India, Thailand, Sofia: Indonesia, Australia, Ecuador, Brazil, and South Africa. I’m going to take a year off from working. Wait a minute. You’re not going to work for a Jay: whole year? How are you going to earn money? Sofia: I saved money for years. Traveling is my dream. I’d like to be a world traveler. Jay: I’d like to eat some Italian food. Kim: Jay and Kim: May I join you? Vincent: I’m sorry, but like you said: change is hard. Coming up next, a monkey that makes more Jay: money than we do! Don’t go away.
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City Living – Mike needs a change Takeshi: Uh, Mike? Yeah? Mike: Takeshi: What are you doing? I’m thinking I need a change. Mike: Roberto: A change? Yeah. A big change. I’m going to change my Mike: style. I’m going to get a haircut. Takeshi: Oh, yeah. That’s a really big change. Hey, a haircut is just the beginning. I’m going Mike: to quit some of my bad habits too. Roberto: Bad habits? Mike: You know, I mean, sometimes I’m a little lazy. I watch too much TV. I eat a lot of junk food. I’m going to stop. Takeshi: Uh-huh. And it’s going to snow in July, too. I’m not kidding! I really want to change. Mike:
Roberto: You know, Claudia told me she wants to change her life too. Really? Does she have a lot of bad habits too? Mike: Roberto: No, but she likes to travel a lot. So she wants to change jobs to have more time to take trips. She’s going to visit her family in Brazil next month. I’d really like to travel more too. I want to go Mike: to Brazil. I’m going to go when I’m rich and famous. Takeshi: You’re going to be rich and famous? Roberto: Oh, that’s right, I remember. You’re going to become a famous movie star. No. That was last week. Mike: Takeshi: You’re going to be a rock and roll star. No way. I can’t sing. I’m going to write a book Mike: that sells a million copies. Roberto: Oh, that sounds great. So, what is this terrific book going to be about? I don’t know yet. But I know that it starts with a Mike: guy that wants to get a haircut. Takeshi: That’ll sell a million copies. I’m sure of it. And then maybe he becomes a super cool Mike: movie star. Or an athlete. Or a race car driver. Global Viewpoints – Making changes Gian: My friend would like to change her life. She’d like to stop smoking. And once she stops smoking, she’d like to start going to the gym and working out. Jonathan: I have a friend who is unhappy with her work. I think she should go back to college and finish her education. My friend is studying engineering, but he doesn’t Dave: really want to be an engineer. I think he should leave engineering and study journalism. Dayanne: My sister wants to find another job. I think she should come and live with me. Woo Sung: I have a friend who works with computers, but he wants to be a rock star. I think he should do it. Global Viewpoints – Goals, plans and dreams My goal right now is to finish my Ph.D. Agnes: dissertation. Gian: My short-term goal is to find a new job. In the next few years, I would like to start a career Miyuki: in New York. I’m going to finish my training as a doctor in the Dan: spring. And in the future I would like to go to California and work in a hospital.
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Jennifer: I’m going to move to Atlanta and start a new job. In the future I’d like to be president of the company. Catherine: Well I’m actually getting married in about three months to a great guy named Paul. We’d like to go on a honeymoon to the beach or to the ocean. And we’re very excited. Julianna: My biggest dream is to own my own business. Dayanne: My main goal is to help poor people in developing countries. Jonathan: I’m not very picky. I just would like to be happy.
Unit 10 Good Morning World – Stress less Kim: Welcome back to the show! Jay, how are you feeling this morning? I feel great! I am happy, healthy, and full of Jay: energy! That’s good to hear, because today on Good Kim: Morning World, we have Dr. Andrew Glass here to talk about our health. He is going to share advice on how to have more energy and reduce stress. Please welcome Dr. Glass! Dr. Glass: Good morning! Kim, you look very relaxed. Not stressed. Very healthy. Well, thanks, Dr. Glass! I do feel pretty good! Kim: Dr. Glass: Jay. Hmm. (places hand on Jay’s forehead) Jay: Good morning? Um, Dr. Glass? I— Dr. Glass: Shhh. Be quiet! Jay, do you have a stomachache? No. Jay: Dr. Glass: A sore throat? No. Jay: Dr. Glass: Stand up. Lift up your arms. Lift up your right leg. Now move your head in circles. Jay, are you under a lot of pressure? At this very moment? Yes. Jay: Dr. Glass: Please sit down. Jay, tell me, what’s wrong? Nothing is wrong. My neck hurts a little. Jay: Dr. Glass: Ah-ha! You are stressed. Jay: Hmm. I don’t feel stressed. But maybe you’re right. Dr. Glass: Whenever I feel stressed, I sit in a quiet place and drink a cup of tea. When I feel stressed, I eat a piece of chocolate. Kim: Cup of tea. Piece of chocolate. Mmm… Jay: Dr. Glass: When you deal with stress now, you have more energy later. Cup of tea. Piece of chocolate. Mmm… Jay: 100
Dr. Glass: (shouts) NOW GO, GO, GO!!! GET SOME TEA! EAT SOME CHOCOLATE! RELAX!!! Thank you, Dr. Glass. I think we helped Jay Kim: reduce his stress. (to camera) Don’t go away. City Living – Laughter is the best medicine Dr. Nicholson: 165 pounds. Very good. So, Takeshi, what’s the matter? Well, Dr. Nicholson. I don’t feel well. Takeshi: Dr. Nicholson: What’s wrong? I have a sore throat and a fever. Takeshi: Dr. Nicholson: Do you have a cough? No, I don’t. Takeshi: Dr. Nicholson: Do you have an earache? Kind of. My right ear hurts a little. Takeshi: Dr. Nicholson: Hmm… Oh, and I have a runny nose and a bad Takeshi: headache. Dr. Nicholson: How’s your energy level? Takeshi: I don’t have any energy! That’s the terrible part. Plus, I have a lot of things to do— homework, my part-time job. Dr. Nicholson: Well, it sounds like you have a bad head cold. Take some vitamin C, drink lots of water, and get some sleep. Relax—don’t work too hard or you’re going to get worse. OK. Takeshi: Dr. Nicholson: Here. Take this cold medicine for the headache and fever. And don’t drive when you take this. It’s going to make you sleepy. OK. Takeshi: Dr. Nicholson: Call me in one week if you’re still sick, OK? Takeshi: I will, doctor. Uh! I don’t have time to be sick! Dr. Nicholson: Come on, Takeshi, don’t worry. You’re going to be fine. Hey, did you hear the joke about the man who went to the doctor? No. Takeshi: Dr. Nicholson: The man says to the doctor, “What’s wrong with me? It hurts when I touch my arm, my hand, my chest, my stomach, my leg, my knee and my ankle.” And the doctor says, “Of course! Your finger is broken!” Global Viewpoints – Health problems When I get sick, I usually get headaches and Agnes: a stuffy nose, and my body aches, and usually I don’t take medications. I just drink a lot of tea with lemon. Tea with lemon is a very good home remedy for a cold.
When I have the flu, I have a stuffy nose, a sore throat. My eyes water. I usually take an as pirin and some rest. And a day or two I’m fine. Usually when I feel sick, I try to get lots of Alyssa: sleep. I also drink water, and I take cough medicine. Jonathan: I have very bad allergies. My nose is always stuffed, and I get a headache. It’s very bad. Usually, I take my allergy medicine, but it doesn’t always work, and it makes me kind of drowsy. Dayanne: Sometimes, my back hurts, and when this happens, I go to my yoga class to stretch.
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Global Viewpoints – Staying healthy Kumiko: I’m a very healthy person. I have asthma, but I hardly ever get sick. To stay healthy, don’t smoke. You should exercise every day. I don’t do exercise, but you really should exercise every day. Jennifer: I go to the gym, I exercise, and I try to eat good foods. To stay healthy, you must drink a lot of orange Dave: juice, wash your hands, and eat right. Drink a lot of fluids, get a good night’s rest, and Daniel: exercise regularly. Dayanne: Don’t smoke, eat well, and exercise.
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Unit 11 Good Morning World – You’ve got talent I’m excited about our show today! We have two Kim: guests here with us who have very interesting talents. Do you have any talents, Jay? Any natural abilities? I have my own television show. I call that pretty Jay: talented. Kim: No, I mean something you can do that most people can’t do. Morning show host. Jay: But that… (to camera) Our guests are Dana and Kim: Pablo. And I think you’re going to be amazed by their talents. Welcome to Good Morning World! Dana, I want to start with you. What i s your talent? I know how to say “Hello. How are you?” in over Dana: 400 languages. Wow, now that is amazing! Kim: Four hundred languages? OK, French. Jay: Bonjour. Comment allez-vous? Dana:
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Oh Jay, French is easy, so let’s think of something harder. I know, Tagalog. Kamusta po kayo? Mabuti naman. Very good! You speak Tagalog very well! (to camera) I spent a year in the Philippines, and that’s what they speak. Hmm. How about Swahili? Jambo. Habari yako, mzee? Nice! She just called you an old man. Hey! How are you so good at languages? Well, I traveled all over the world with my parents, because my mother was an ambassador. We visited many countries, so I learned a l ot of greetings that way. I guess I have a natural ability for languages. My goal is to learn greetings in 500 languages. Well you are very talented, and I hope you reach your goal! I have one more language for you: Jayish. Jayish? Hmm, I give up. (to camera) Hello. How are you? (to Dana) There. You are one language closer to your goal. I’m curious about Pablo’s talent. Pablo, tell us what you can do. I know how to play the guitar and paint a picture with my mouth at the same time. Now that is something we have to see! Here we go. Amazing! Can you show everyone your painting? (Pablo shows painting) What a great painting! Pablo, you have got lots of talent! Thanks, Jay. No, really. You need to post videos of this on the web, because you could get millions of hits! “The Pablo who plays like Casals and paints like Picasso.” Take it easy, Jay. What? Look at this painting! He has a chance to be very famous! Our thanks to Dana and Pablo. We’ll be right back.
City Living – That’s amazing! Sun-hee: Hey, listen to this. “Australian Belinda Soszyn set a world record for climbing the Empire State Building. In 1996, she ran up 1,576 steps in just 12 minutes 19 seconds.” 101
1,576 steps? That’s amazing! Tara: Claudia: 12 minutes and 19 seconds? Sun-hee: Ooh! Balancing on One Foot. “A man in Sri Lanka balanced on one foot for 76 hours and 40 minutes! He did it from May 22 to May 25, 1997.” Tara: Now that’s a pretty unusual one . Sun-hee: Ooh, and listen to this, “Garry Kasparov became the world’s chess champion at age 22.” That’s pretty young. Are you kidding? At age 22? That’s no big deal. Tara: I had more achievements than that—and at a much younger age. Claudia and Sun-hee: Like? Like, I could read and write at age three. Tara: Claudia: I could, too, and in two languages. Sun-hee: Only two languages? I could speak three languages by the time I was six. Claudia: And what can you do now? I can hold my breath for ninety seconds, see? Tara: (holds her breath) Claudia: That’s nothing. I can tap dance—and really well! Look! Sun-hee: I can pat my head and rub my stomach and hum, all at the same time. Hold it! I’ve got one. I can do magic! See this Tara: quarter? Watch! (makes the quarter disappear) Sun-hee: Wow! It disappeared! That’s cool! You’re pretty talented, Tara. OK, where’s the coin? (pulls the quarte r from behind Sun-hee’s ear) Tara: Right here! Sun-hee: I give up. How did you do that? I can’t tell you. Tara: Claudia: Why? Because a magician never tells her secrets. Tara: Claudia: Oh yeah? Well, I c an do magic, too. Let me try. Ready? Now you see it. Now you don’t. (puts the quarter in her pocket) Very funny. May I have my quarter now? Tara: Claudia: Nope—it’s gone! Magic!
Global Viewpoints – Then and now Five years ago, I couldn’t speak Portuguese, but Dan: now I can speak it pretty well. Julianna: Five years ago, I could only speak Portuguese, but now I can speak English and Spanish. I can draw and paint much better than I could David: five years ago because I’ve practiced. Five years ago, I didn’t feel very comfortable Alyssa: traveling alone. But now I do. 102
Jonathan: Five years ago, I couldn’t program a computer but now I’m very good at programming. Woo Sung: Five years ago, I was really heavy, and I wasn’t able to play sports. But now I’m thin, and I’m able to play a lot of sports, like football, tennis, and basketball. I couldn’t swim five laps without stopping. Now I Agnes: can go for twenty laps without being tired. I think that’s a pretty big achievement. Global Viewpoints – Special talents Jonathan: My sister’s the most talented person I know. She’s a painter living in California, and she’s doing very well. Kumiko: I have a friend who has a special talent. His name is Tim. He can do sign language. His hands move so fast. But I only can spell my name. Jennifer: My dad is amazing. He is very handy, and he can fix anything. Last month, my air-conditioning broke, and he came down and he fixed it. And now my house is cool. I have an unusual skill. I can cross my eyes. Alyssa: My sister can cross her . . . one of her eyes. So Dave: that one of them looks that way and the other one looks straight ahead. And that’s amazing to me. Malinda: One of the unusual things that I can do is lift one eyebrow.
Unit 12 Good Morning World – Lights, camera, Jay! Well Kim, this is a very exciting day on our show. Jay: Is Chef Tony coming back to cook? That always Kim: makes me excited! Not today, Kim. Our guest is one of the biggest Jay: movie stars in the world. Kim: Devon McCalister?!? He’s coming?!? On the show?!? No! Not Devon McCalister. As you know, the Jay: Sunshine Film Festival is starting tomorrow, and our guest is in town for her new movie, A Jupiter Story. Please welcome Zora Jasper! Hello! I’m happy to be here. Zora: Zora Jasper, I am so excited to meet you. Jay: Jay is a big fan of your movies. Kim: Well I’m a big fan of your show! I often watch Zora: Good Morning World while I shoot a movie. Really? Do you want my autograph? Jay:
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They are showing your new movie at the film festival tomorrow, right? Tell us about A Jupiter Story. A Jupiter Story is a science fiction movie, but it also has a lot of action. I play a space explorer who helps save the earth from aliens. The big battle happens near Jupiter. I’m crazy about science fiction. Does the movie make you think, “What if?” Oh yes! And you are going to be surprised by the ending. What about scary? Is the movie going to make me scared? Yes! Some parts of A Jupiter Story are very scary. Excellent. The movie sounds entertaining! (Kim laughs) Kim, this isn’t a comedy. Is something funny? No. Nothing. I’m sorry. Kim is not a big fan of science fiction. That’s not true! I like space! Don’t be embarrassed, Kim. I know you prefer musicals. Any kind of movie can be good. It depends on the story. And the movie stars. You are right, Kim. But I think A Jupiter Story is going to be a h it. It has a good story, a good director, and good acting. I am going to be the first person in line at the movie theater! You know, Zora, I was in a movie once. You were? Ding Dong, Who’s There? A horror movie. I w as an extra:“Man Running and Screaming.” I remember that movie. With Devon McCalister. It was a flop. But I screamed very well. Devon McCalister. Bad movie or not, it makes you feel good just to see him on screen.
City Living – It’s sold out! Roberto: Well, the early show of Dangerous City is sold out. What are we going to do now? Takeshi: Let’s see. Well, maybe we should wait for the next show. I can’t. I’m meeting Tara tonight. We’re going to Mike: the new museum exhibit together. Roberto: And I’m seeing Claudia tonight. We’re having dinner together.
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Mike: Roberto:
Takeshi: Roberto: Takeshi: Mike: Roberto:
Hmm… OK. Well, why don’t we see Beyond Everest? It’s a new action adventure movie. My friends were totally amazed. Nah. I get tired just looking at all that action. What’s Lost and Found in New York about? It’s a comedy. I saw it last week. It’s kind of amusing, but I’m not seeing it again. OK… OK. How about Aliens from Planet X? No! I can’t stand science fiction movies. Really? I love them. I think they’re exciting. I’m fascinated by special effects. Remember Star Wars? Now that was classic entertainment. Not for me. I got bored. I fell asleep by the end of the movie. Well, that’s just because you were confused by a kid’s movie. Guys, come on. It’s only a movie. Let’s find one we all agree on, OK? OK, all right. How about Screaming Monsters Want Blood, Part Two? No. Not another disgusting horror movie. Why not? Claudia and Tara liked it. True. They said it was really scary. They loved it. Come on, guys. Let’s just see… (phone rings) Hello? Oh, hi, Claudia. Yes, he’s here with Takeshi and me. Hang on. (to Mike) It’s Claudia. Tara can’t meet you tonight. Aw… What? Really? OK. No problem. Good luck. Bye. (to Mike) Well, it looks like we’re both free tonight. What happened? Tara is studying for a big exam tomorrow, and Claudia’s going to help her. Well, that’s it then. We’re seeing the late show of Dangerous City. Ooh… and then maybe the late, late show of Screaming Monsters Want Bl ood, Part Two. Maybe. Come on “monster,” let’s get dinner before the movies.
Global Viewpoints – At the movies I see about five movies a month. When I go to Daniel: the rental store, I look for the top-rated movies. And if none are there, I try to get comedy, action, or adventure. And I don’t like romance. Dayanne: I really like romantic comedies, but I don’t like gangster or crime movies. 103
